LIBRARY OF CONGRF 



Chap. 

PRESENTED ^Y 



T^rn STATES OP AMEEIOA. 



HANDBOOK 



OF 



UNIVERSITY EXTENSION 



EDITED BY 



GEORGE FRANCIS JAMES, M. A. 

GENERAI, SECRETARY 



Second Edition — Revised and Enlarged 



With an Introduction by Edmund J. James, Ph. D. 
President of the American Society 





PHILADELPHIA 
AMERICAN SOCIETY FOR THE EXTENSION OF UNIVERSITY TEACHING 

1893 """"^"^ 



i) C 6 % 

■ k - 



Copyright, 1893, by the 
American Society for the Extension of University Teaching. 



CONTENTS, 



PAGE 

Introduction. Some General Considerations Concern- 
ing University Extension. By Edmund J. James... vii 
The American Society for the Extension of University 

Teaching i 

The Essential Differences of Elementary and Higher 

Instruction. By William T. Harris 5 

The Endowment of University Extension 11 

History of a Branch Society 16 

How to Organize a lyocal Centre 21 

Notes 27, 62, 93, 122, 163, 196, 235, 267, 302, 332, 

363, 397- 
The Prospects of University Extension in England. 

By Michael E. Sadler 33 

American Women and University Extension. By E. L. 

Head 46 

Extension Teaching at Brown University. By John 

Howard Appleton 50 

What is University Extension ? By George F. James. . . 51 
Why Teachers Should be Interested in University 

Extension. By George F. James 56 

University Extension in the South. By Wm. Preston 

Johnston 65 

The Influence of University Extension upon the Uni- 
versities. By Edward T. Devine 74 

The Unit Course. By Willis Boughton 82 

Oxford Annual Report 89 

The Oxford Summer Meeting of 1891. By Ida M. 

Gardner 97 

Summer Schools in Botany. By W. P. Wilson 108 



iv UNIVERSITY EXTENSION. 

PAGE 

Students' Associations in Great Britain. By G. C. 

Moore Smith 115 

The Educational Value of European History. By 

James Harvey Robinson 129 

Recent Developments in England. By Walter C. 

Douglas 136 

The I/O well Institute in Boston. By lyilian Whiting.... 146 
Introduction to University Extension Study of Political 

Economy. By Edward T. Devine 151, 178 

Some Typical Courses 158 

The National Conference 169 

The Sham and the Real in University Extension. By 

Charles F. Thwing 175 

The English Miners and University Extension. By 

John U. Barrow 184 

University Extension Colleges. By Henry W. Cortland, 190 

A Step Forward 201 

The University Extension Lecturer. By Edmund J. 

James 207, 250 

The Universities and the Elementary Schools. By 

Elmer E. Brown 218 

Economics. By Edward T. Devine,. ..222, 261, 295, 351, 387 

The Ideal Syllabus. By Henry W. Rolfe 230 

University Extension. Why? By A. E. Winship 241 

The Education of Citizens. By Halford J. Mackinder, 245 
The Chicago Society for University Extension. By 

Charles Zeublin 273 

University Extension in the Southwest. By Frank W. 

Blackmar 278 

Class Work in University Extension. By Josiah H. 

Penniman 305 

The Extension Work of the University of Wisconsin. 

By Frederick J. Turner 311 

University Extension Work in Mathematics. By Edwin 

S. Crawley 325 

An Unknown Quantity and One Possible Value. By 

Harry Pratt Judson 327 



V 



CONTENTS. V 

PAGE 

University Extension in Canada and in England. By- 
Thomas Adams 337 

The Circuit. By Wm. Clarke Robinson 344 

The University Extension Seminary 356 

Will University Extension Starve the College Staffs? 

By Michael E. Sadler 369 

The University Extension Class. By Edward T. Devine, 377 
Biblical Work in University Extension. By ly. W. 

Batten 383 

Schedule of Lecturers, Courses and Centres for the Aca- 
demic Years 1890-91, 1891-92 401 

List of Local Centres with Courses Given at each during 

the Academic Years 1890-91, 1891-92 411 

Index 412 





ERRATA 


Read 


C. F. Himes 


for C. F. Hines, . page 237 




Max Miiller 


" MaxMulIer, . " 338 




J. C. Freeman 


" J. E. Freeman, " 239 




J. E Kerchner 


" J. B. Kerchner " 126 




Andrew D. Meloy 


" Andrew E. Meloy " 237 




communities 


" committees " 319 



INTRODUCTION 



'T^HE movement for popular education known as 
University Extension should be a matter of pro- 
found interest to every American. It has a message for 
men and women alike ; for the educated as well as for 
the uneducated ; for the rich no less than for the poor. 
It seems likely to prove one of the great organizing and 
initiating forces so necessary and as yet unfortunately 
so rare in the educational and social life of the United 
States. 

University Extension is a widening of the doors of 
the college and university so as to take in classes of 
people who are not now directly benefited by the 
higher institutions of learning ; it brings to busy people 
at their homes the opportunity of securing university 
aid and direction in carrying on their studies while 
engaged in the round of daily toil ; it renders possible 
a much better utilization of existing educational 
facilities. 

If University Extension did nothing more than this ; 
if it simply made the higher learning possible to those 
who are thirsting for it, who for any reason have 
not been able to share it in their youth or have 
fallen out of contact with it in their advancing age, it 
would still be a movement in which every thoughtful 
student of human progress would be interested. But it 
means vastly more than this. It begets and feeds an 
interest in higher things, which but for it would never 
be awakened. It stirs many a mind from a weak and 

(vii) 



Viii UNIVERSITY EXTENSION. 

slothful intellectual lethargy into a new and strong 
activity, with all the countless and widening circles of 
influence which such an awakening on the part of even 
one mind begets. It puts new and worthy objects of 
thought into the lives of people who have been content 
to live on in intellectual sloth and barrenness. It turns 
the current of thought and discussion in whole commu- 
nities from the every-day gossip and tittle-tattle of small 
social cliques and circles into the great and broad stream 
of human history and science. It sets them to talking 
about Shakespeare, and Milton, and Copernicus, and 
Napoleon, and Bismarck, and Gladstone, instead of 
about their neighbors ; it leads them to think of the 
possibility of public reforms and improvements instead 
of giving all their time to a discussion of the weather 
and its influence on their crops or investments ; as Mr. 
W. T. Harris so neatly says of the gi'eat newspaper, at 
the very worst it replaces village gossip with world 
gossip to the immense advantage of the community. 
The reflex action of such increased intellectual activity 
on the individual and community is simply marvelous 
and constitutes a service which would alone justify the 
existence of the great agitation. 

But these are not by any means the only services 
which this great movement performs, or at least may 
perform, for our American society. It would be difficult, 
if not impossible, to formulate in one sentence all the 
purposes of such a many-sided agency as this ; but the 
English Extension workers have given us one statement 
which is full of insight into the deeper nature of this 
great subject. The purpose of the Extension movement, 
they tell us, is to make education, i. e.^ self-culture, one 
of the serious and permanent interests of human life. 



INTRODUCTION. IX 

It is to be put side by side with religion, with business, 
with politics, with amusement, as one of the g^eat cate- 
gories of human existence. The individual shall give 
time from day to day, year in and year out, to this sub- 
ject as religiously as he does to his spiritual relations. 
It would be considered ridiculous for a man to propose 
to devote two or three or four years to religious observ- 
ances, study and reflection with the idea of dispensing 
with the necessity of ever thinking of them again. It 
is no less ridiculous for a man to drop the process of 
systematic self- culture after leaving school or college. 
From this point of view University Extension has a 
distinct mission, viz., to preach the doctrine of the duty 
of systematic self-culture — a duty resting on every man 
and woman alike. It should not be content with merely 
ministering to the wants of those who are already alive 
to their needs ; but it should leave no stone unturned to 
bring home to the conscience, as well as the conscious- 
ness of every man, the obligation resting upon him to 
take up and pursue a course of education lasting as long 
as his life. 

University Extension offers, furthermore, an oppor- 
tunity — such as the world has never before seen — to 
preach a sound doctrine to the masses as to their duty to 
take up and care for the educational interests of the 
community. The welfare of American education 
depends in a peculiar way upon public interest in its pur- 
pose and instrumentalities. In European countries the 
ministry of education is charged with the special function 
of canvassing from time to time the educational needs of 
the people and of taking stock of the educational agencies ; 
and if it appear that there is a need which is not pro- 
vided for by any existing educational institution, it 



X UNIVERSI'TY EX'TENSION. 

becomes the duty of the ministry to provide for the 
establishment of such an institution. In this country 
we have no corresponding system of ascertaining and 
providing for public educational wants. We must depend 
entirely upon the more or less accidental consciousness 
of a need on the part of the community and the possi- 
bility of arousing the people to action. As a result, our 
educational system, with all its excellencies, shows 
serious faults — of omission as well as of commissiori — 
which could be easily remedied if public attention could 
be attracted and enlightened. The University Exten- 
sion movement offers an excellent opportunity to do this 
work. The public come to hear of Shakespeare, or his- 
tory, or economics ; they are glad to remain to hear of 
education. The Extension lecturer who misses this oppor- 
tunity, either through wilfulness or ignorance, has not 
only failed to utilize one of the most efficient means of 
interesting the public in the movement, but he has 
become untrue to one of its highest functions. 

There is still another educational function performed 
by the Extension movement which is of immense im- 
portance, and that is the education of the general public 
as to the functions and organization of our colleges and 
universities. In the United States, as in England, one 
of our fundamental defects is our indifference to science, 
an indifference which Matthew Arnold has excellently 
characterized in his various educational essays and 
reports. It is difficult, even in our best and richest 
institutions, to secure the application of their funds for 
the promotion of advanced scholarship and learning as 
distinct from elementary teaching, while in the less 
favorably situated colleges and universities almost nothing 
is done for the advancement of science. Professors and 



INTRODUCTION. xi 

students alike spend their time and energy in mastering 
the facts contained in printed books, without ever making 
one honest effort to widen the sphere of human knowl- 
edge. This condition is not likely to improve until 
there is a more general appreciation on the part of 
the public of the value of science — knowledge systemati- 
cally pursued and prized in and for itself — and until the 
community recognizes the cultivation of science as a 
chief end of our university system. The University 
Extension lecturer has a magnificent opportunity to 
impress this idea upon the public mind and to arouse its 
interest and enthusiasm in the work of our higher insti- 
tutions of learning. The colleges and universities of 
America perform a function as vital to our national wel- 
fare as do our railroads, our courts of justice, our army 
or our nsivy. But the average American citizen does 
not realize this fact. He thinks of the university as an 
institution which serves the purposes of a few classes in 
our society. The future lawyer, clergyman, physician 
or teacher may find it worth while to go to college ; but 
neither the college nor university has a message for any 
one else. University Extension offers an opportunity to 
correct this false notion, and there is no doubt whatever 
that the result of the University Extension movement 
will be to bring students, public sympathy and support, 
private gifts and benefactions to the work of higher 
education. 

Finally, there is another great function which Uni- 
versity Extension may perform for our American society, 
and which it is already performing in England to a 
limited though growing extent, and that is its work in 
the direction of social reform. This educational means 
offers an opportunity to preach to the public in a con- 



xii UNIVERSITY EXTENSION. 

vincing form and relation the great doctrine of a higher 
and nobler life. By its appeal to all classes, by its 
emphasis of the elements which should be of common 
interest to all intelligent people, it is a powerful, practi- 
cal force in the direction of a higher and nobler social 
form. Our modern industry, our social tendencies and 
even our education, while they have given the death blow 
to the class and caste system of the last century, are 
all steadily working in the direction of building up new 
class distinctions — erecting new barriers between indi- 
viduals, communities and orders of society against which 
even the strong tendencies of modern religious and 
philanthropic effort have hard work to make headway. 
University Extension comes as a powerful ally of all 
those forces which tell for the common brotherhood of 
man. It is a part of its very nature to bring men and 
women of all classes and ages and religious faiths nearer 
together, for it emphasizes those things which are of 
interest to men as men. The great underlying truths 
of natural science, the course of human history, the 
beauties of literature, the science of society and govern- 
ment are all subjects which may and do bring men 
together, and differences of opinion in the realm of poli- 
tics and history give way before the common desire to 
learn the truth of these things. 

University Extension has proved one of the most 
powerful social solvents. It has succeeded when all 
other agencies have failed in uniting in one common 
effort the Jew, the Roman Catholic, the Protestant — 
whether Episcopalian, Methodist, Baptist or Presbyte- 
rian. It has brought together in one undertaking the 
laborer and employer, the rich and poor, the professional 
man and mechanic, and has demonstrated in a new and 



INTRODUCTION. XIU 

convincing way that the interest in higher things and 
capacity for their enjoyment is by no means limited to 
the college graduate, or to the male sex, or to the well- 
to-do. The elevating, unifying, conciliating, educating 
influences of our modern society are not by any means 
so numerous that we can afford to dispense with any 
single one in the great and trying times of social reform 
toward which we are rapidly drifting. 

University Extension then, whether we look at it 
merely as a widening of the opportunities of our existing 
institutions, or as a means for satisfying the intellectual 
wants of hungering souls ; whether we scrutinize it 
simply from an administrative and financial point 
of view as a device for rendering more serviceable 
our educational plants; whether we regard it merely 
as a powerful agency in stimulating to intellectual 
effort the minds of thousands of people who without 
it would have gone through life as in a dream, or as a 
means of purifying and elevating the tone of our social 
life in city, village and country, or as a movement with 
an educational mission to stir and arouse every one to 
the importance to himself and the community of sys- 
tematic education along higher lines, and his consequent 
duty not only to pursue a systematic process of self- 
culture, but also to urge it upon his friends ; whether 
we consider it as a most efficient means of enlisting the 
sympathy and support of the community in educational 
matters as a whole, or as a device to get public and private 
support for our higher educational institutions, or finally 
as a great movement in the direction of social reform, 
which promises to be a most powerful ally of those 
tendencies to a higher social life in whose growth we 
all take so much interest — whether it is regarded from 



XIV UNIVERSITY EXTENSION. 

one or all these points of view University Extension must 
present itself to the thoughtful American citizen as a 
force which it is his duty, as it should be his delight, to 
conserve and increase in every possible way. 

Before indicating the lines along which the friends of 
University Extension may assist in its development it 
may be well worth while to note one or two 
additional considerations which supplement the fore- 
going. University Extension has been a source of 
strength to our higher institutions in more ways than 
in directly arousing and strengthening public interest in 
their work. The history of education abounds with 
illustrations of the fact that educational institutions may 
very easily fall out of sympathy and touch with the 
great movements of the life and times about them. Our 
own history is full of such examples, although Oxford 
and Cambridge toward the close of the last century, and 
for a good part of this, furnished the classic illustrations 
of this fact. It may be well doubted whether in all 
history there were more striking instances of waste 
and misappropriation of funds than those univer- 
sities furnished. And finally in spite of the enor- 
mous pressure of a few reformers within the insti- 
tutions and the general public without, it took two 
parliamentary commissions in order to start these great 
schools on the road of adaptation to modern require- 
ments. So flagrant were the abuses at Oxford and 
Cambridge that they have led many educationists to the 
view that educational endowments injure the interests 
of education ; and this view is undoubtedly correct 
if the endowed institutions fall out of the line of pro- 
gress and fail to react to the stimulus of a new epoch. 
It is safe to say that no institution will be in danger of 



INTRODUCTION. XV 

doing this which keeps itself in touch with the life of 
its own time by means of University Extension. It 
does not merely educate the public in this way. The 
public educates it also — very greatly to its advantage. 

Another consideration should not be lost sisfht of in 
this connection, and that is the value to the University 
instructor himself of work in University Extension. 
The best as well as the laziest of college professors falls 
easily into a habit of regarding means as ends ; of look- 
ing on the University as existing primarily for his own 
sake. Our universities are, and should remain, educa- 
tional institutions as well as centres of scientific investi- 
gation. They are for the training of youth as well as 
for the promotion of human knowledge. They should 
be distributors as well as creators of science. In prepar- 
ing himself to perform the function of teacher and trainer 
of youth, the university professor can hardly find a better 
means than work in the University Extension field. The 
necessity of putting his knowledge in such a form as 
will appeal to the interest and intelligence of a mixed 
audience of adults calls upon him to take an entirely 
new attitude in the presentation of his subject, which 
cannot fail to react most favorably upon the whole pro- 
cess and methods of his teaching. That this is so is the 
uniform testimony of those who have taken pains to study 
the effect of Extension work on the college instructor. 

The method by which University Extension accom- 
plishes its work of molding and fashioning the conver- 
sation and action of a community is most interesting. 
The Extension lecturer, who recognizes and utilizes his 
opportunities, puts the whole community, so to speak, 
at school for the time being. Everybody reads more 
or less upon the subject of the lectures, the few who 



XVI UNIVERSITY EXTENSION. 

study carefully before and after the exercises talk of 
their work and study to every one they meet, and soon a 
debate starts up and continues to grow until the people 
are as much excited over the relative merits of Queen 
Elizabeth and Cromwell as they were a little while before 
over the last church quarrel or village scandal. In the 
meantime there is such a demand for the standard 
histories of England that the local bookseller is perhaps 
quite unable to furnish sufficient copies. As a result of 
the whole matter the village becomes painfully conscious 
that it has no public library and a movement is imme- 
diately set on foot to secure this most necessary public 
improvement. In the meantime the whole intellectual 
and social life of the community has moved up to a 
higher plane and thenceforward every good cause is 
better supported than before. 

Perhaps a lecturer on art comes into the community. 
He succeeds in enlisting public attention for a short 
time in the function and history of art in the life of 
nations. He creates an interest in architecture, paint- 
ing, sculpture. He helps people to an appreciation of 
the service which art has rendered to civilization. He 
sets them to thinking and reading upon this most inter- 
esting department of human achievement. He makes 
them painfully aware of how little they have done in util- 
izing for the life of their own community the glorious 
lessons of the past in this field. He points out perhaps 
what can be done by way of beginning the cultivation of 
the art sense in their children and themselves. Before he 
leaves, a new era has dawned upon the community, and for 
all time to come it will feel the happy results of his stay. 

Another and no less fundamental and important result 
may be the outcome of such a visit. We all know the 



INTRODUCTION xvii 

difficulties of the child of genius bom with powers and 
aspirations destined to carry it to the skies, but which 
no wise counselor and friendly voice is at hand to guide 
and aid. How long a road it must travel before becom- 
ing conscious of its own strength, and how much longer 
that road before it learns where to seek the aid and 
training it needs. Many a good seed goes to waste 
before reaching the fruitful ground, or dries up under 
the dessicating influence of uncongenial surroundings. 
To a soul thus in need of guidance a University Exten- 
sion lecture may come as a voice from heaven, revealing 
to it, while descanting upon the beauties of the acropolis 
or the magnificence of St. Peter's, its own destiny and 
proffering the knowledge and sympathy necessary to 
give aid and comfort. In this way, many a valuable 
talent, that otherwise might have perished, is saved to 
the community and the nation. University Extension 
properly organized and carried out would be a most 
efficient means of revealing to thousands of young men 
and women their own strength and the career they 
should follow. 

It would appear from the foregoing that we lay great 
emphasis on the stimulating effect of University Exten- 
sion so far as its direct results are concerned ; but its 
indirect result must be to increase enormously the actual 
power of the next generation. There are hundreds of 
thousands of men and women in the United States who 
could be reached by a general organization of University 
Extension throughout the country. They would not in 
very many instances become scholars themselves. They 
certainly could not in any large numbers become chemists 
or physicians or biologists or economists or architects 
or artists or musicians ; but they could all become so 



xviii UNIVERSITY BXTBNSION, 

interested in chemistry or physics or biology or art or 
-political economy or music that this intellectual interest 
would purify and sweeten and enlarge their own and 
their neighbors' lives. It would above all bring new 
opportunities to their children and their communities, 
and with those new opportunities many children would 
rdoubtless become scholars and artists and musicians, 
whose talents would otherwise have gone to waste. 
- University Extension oflfers a systematic plan of 
searching out and developing our national talents along 
many lines and in many places now almost absolutely 
neglected. 

Before closing this brief introduction one thing more 
must be said as to the means by which the friends of 
University Extension can aid its progress. It is very 
plain that University Extension in order to accomplish 
the results indicated above can not be self-supporting in 
the ordinary sense of that term. In this respect it is 
like all higher education. If the. attempt were made on 
the part of any of our great universities to collect from 
the students in the shape of fees a sum of money suffi- 
cient to run the institution the result would be such a 
scattering of the students as would bankrupt the institu- 
tion within a year. No institution can be a great teach- 
ing centre and a great centre of scientific investigation 
if it must depend on fees of students alone. University 
Extension can not do the thorough work which it must 
do, nor the widely extended work which it is desirable 
that it shall do, without very considerable financial aid 
from an extraneous source. 

The efforts of friends of University Extension, there- 
fore, should be directed toward securing proper financial 
backing for the enterprise. If our wealthy universities 



INTRODUCTION. xix 

will set aside a portion of their funds for this purpose, 
well and good ; if they will not, and there is little like- 
lihood that they will, give any large sum to it, then 
private individuals or the local communities, or the State 
government must give financial aid. 

The most promising and hopeful source of aid is 
the gifts of public-spirited citizens, and all friends of 
University Extension should lose no opportunity to call 
the attention of their friends and of the public to the 
desirability of aiding by small and large donations the 
organization and prosecution of this work. In proportion 
as funds are placed at its disposal can the scope of the 
work be enlarged and its character improved. 

But this is not by any means the only, and perhaps 
not the chief, means of aiding this movement. Univer- 
sity Extension is essentially a missionary enterprise and 
it can be carried on only in the missionary spirit. Those 
who are interested in its wielfare must not neglect any 
chance of urging its claims upon their localities. Every 
village in the United States should be a centre of Uni- 
versity Extension work. There are colleges and univer- 
sities enough to act as the centres of life and influence 
for this movement and they can all be brought into line 
if the friends of University Extension will undertake the 
work of doing it in the right way. 

To the friends of University Extension work, both 
near and far, we send the most cordial greeting, promis- 
ing them our co-operation and aid wherever possible and 
bespeaking theirs in return. 

Edmund J. James, 

The American Society for the Extension of University Teaching, 
Philadelphia, 1893. 



Pncse OF 

AVIL PRINTING COMPANY 

3941-43 Market St., 

PHILADtLPHIH, Ph. 



University Extension. 



THE AMERICAN SOCIETY FOR THE EXTEN« 
SION OF UNIVERSITY TEACHING. 



The American Society for the Extension of Univer- 
sity Teaching was organized in response to a widely- 
felt want for a national association which might assist in 
promoting the cause of University Extension. 

Various attempts have been made at different places 
to introduce and carry on the work of popular education, 
by means of the plan first systematically prosecuted in 
England, under the name of Extension Teaching. In all 
these efforts, some of which have been highly successful, 
and some of which have been almost failures, there has 
been a common need — that of more accurate and detailed 
information as to the proper methods and plans of work 
suitable for this movement^and, although each person or 
institution engaged in the matter has felt this need, there 
has been no concerted action looking toward satisfying it. 
Each institution and each locality has, so to speak, tried 
to solve the problem for itself without aid or encourage- 
ment from any other institution or locality. Where it has 
not been so bad as this, each institution has, at least, had 
to collect the needed information for itself, at a very great 
expense of time, labor and money, and in most cases only 
with very unsatisfactory results. 

The outcome has been what might have been expected 



2 UNIVERSITY EXTENSION. 

under such circumstances. In many places so little has 
been accomplished that many of those who undertook the 
work with high hopes of success have become discouraged 
and are inclined to look with suspicion on the whole move- 
ment. Those who have succeeded in the work have taken 
no pains to make their success known, and hence, so far as 
any effect it may have on the progress of the cause, their 
success has not been so very different in its effect from a 
failure. 

It was felt by many persons interested in the welfare 
of University Extension that the time had come for a gen- 
eral forward movement along the whole line. It soon 
appeared that three things were absolutely necessary to 
accomplish the desired result. In the first place, the col- 
leges and universities must be interested in the work. 
Secondly, the general public must be aroused and made to 
feel conscious of the great opportunities which are within 
their reach. Thirdly, some scheme must be devised by 
which the results of the experiments, which should be tried 
in different places, should be made known to all other places 
in which this work might be going on. 

The most feasible means of doing this seemed to be a 
national society for the promotion of the work. This 
society, while having no official connection with any par- 
ticular institution, should try to secure the co-operation of 
all the institutions in the country. By the formation of 
branch societies it might contribute toward exciting a gen- 
eral interest in the public mind favorable to the cause. 
By publishing a journal which should be the organ of the 
national society, and the medium of communication be- 
tween it and the local branches, it would have a most effi- 
cient means of collecting and publishing the results of 
•experimentation in this field at home and abroad. 

In pursuance of this idea an organization was effected 
to which the name of American Society for the Ex- 
tension OF University Teaching was given. The co- 
.operation of many of our leading institutions of learning 



THE AMERICAN SOCIETY. 3 

was secured from the outset, and many others have since 
indicated their interest in the enterprise. The society is 
governed by a council, in which all the institutions inter- 
ested in the cause will be represented, and in which promi- 
nent laymen in different parts of the country will also 
Tiave a place. It is intended to hold meetings of this coun- 
cil, if practicable, in different sections of the country, for 
the purpose of considering the problems of the work which 
are peculiar to the respective sections. 

An attempt will be made to organize local branches of 
the society, which will have for their chief function to 
arouse interest in their localities, and to manage the courses 
of instruction given under their auspices. The present 
journal — University Extension — has been established to 
serve as the organ of communication with members. The 
journal will contain full information as to the progress of 
the work, both in our own and foreign countries. 

To carry on this work satisfactorily, large funds will be 
required. At present these funds are obtained from the 
fees of members and from the voluntary contributions of 
friends of the movement. The annual fee has been fixed 
at five dollars and the life membership fee at fifty dollars. 

No great work in education along higher lines has 
ever been self-sustaining, in the ordinary sense of that 
term, and we shall be obliged to rely on the public spirit 
■of our citizens, rich and poor, for funds to carry on the 
work. The small contributions of many people and the 
large contributions of a few will provide ample funds, and 
the appeal is confidently made to all who believe in a 
broader and higher education of the masses to lend a help- 
ing hand to this movement. 

If every one who believes that this enterprise is a good 
one would join the society, and persuade his friends to join 
it also, there would be no lack of funds to carry on the 
work. It is also confidently believed that people interested 
in the promotion of education in general will see that this 
branch of it is also worthy of aid, and will come to its as- 



4 UNIVERSITY EXTENSION. 

sistance as they have come, and are coming, to the aid of 
our other educational institutions. 

The methods of work adopted by the society, includ- 
ing the lecture courses, classes, paper work, home study 
etc., will be fully explained in this and the following num- 
bers of University Extension. 



THE ESSENTIAL DIFFERENCES OF ELEMEN- 
TARY AND HIGHER INSTRUCTION.^ 



|UR elementary school system teaches children how to 
read ; but it has not yet taught sufficiently well what 
to read. In view of this fact, there have been for some 
time tentative efforts in the direction of an extension of 
the benefits of the school by conducting courses of reading 
at home, so that the impulse gained at school may not be 
lost, but continue throughout life. The pupil once taught 
how to read, shall continue his education through well- 
selected books and become learned and cultured. Inasmuch 
as every step gained is a new instrument with which to gain 
more, the capacity for acquirement of mental power will 
increase with age, and there is no limi-t to the progress in 
knowledge and power of thought that may be attained. 

Some years ago the great universities of England com- 
menced a movement known as "University Extension," 
with the express purpose of connecting those famous seats 
of learning more directly with the people. Lectures and 
courses of study have been laid out, and in numerous towns 
there are groups of students pursuing lines of reading and 
investigation under the 'direction of professors and fellows 
in the universities. 

The practical advantage of this is the hold which it 
gives those great institutions upon the thoughts and opin- 
ions of all classes of people. It is a conservative influence 
in an entirely good sense of that word. The institutions 
where the broadest and soundest views of the world are 
elaborated^an, by the aid of this university-extension scheme, 

' Extract from an address delivered before the National Educational Association 
at St. Paul, July, 1S90, by Hon. W. T. Harris, U. S. Commissioner of Education. 



6 UNIVERSITY EXTENSION. 

mould the thoughts and opinions of the people. But they" 
are to mould not by mere dogmatic teaching of cut-and- 
dried doctrines. They will arouse and challenge investiga- 
tion of grounds and reasons. They will teach the people 
how to think for themselves, and that too on sufficient 
premises. 

Here in this country we need University Extension 
for all the reasons that exist in England and for this 
additional reason : we wish to draw an increasing num- 
ber of youth to complete their school courses in our colleges, 
and universities. The extension movement will bring 
college professors into direct relations with large numbers 
of earnest and aspiring youth, and the result will be the 
happy one of inducing an increase of attendance on insti- 
tutions of higher education, besides giving them far greater 
influence on the thinking and acting of the masses of the 
people who do not go beyond an elementary school course. 

Higher instruction differs from lower instruction chiefly 
in this : lower instruction concerns to a greater extent the 
mere inventory of things and events, and has less to do 
with inquiring into the unity of those things and events. 
Higher instruction deals more with the relation of things and 
events. It investigates the dependence of one phase upon 
another, and it deals especially with the practical relation 
of all species of knowledge to man as individual and as 
social whole. This latter kind of instruction, it is evident^ 
is ethical ; and we may say, therefore, that it is a character- 
istic of higher education that it should be ethical, and build 
up in the mind of the student a habit of thinking on the 
human relations of all departments of inquiry. In the 
lower instruction the ethical is taught by precept and 
practice. In higher education the mind of the student is 
directed toward the ethical unity that pervades the worlds 
of man and nature as their regulative principle. The 
youth is emancipated from mere blind authority of custom 
and made free by insight into the immanent necessity of 
ethical principles. Hence it is evident that philosophical 



ELEMENTARY AND HIGHER INSTRUCTION. J 

investigation must constitute a leading feature of the 
method of higher instruction. 

Not a mere inventory, not a collection or heap of mere 
information, is demanded of the -university students ; not 
even the systematization of the facts and events inven- 
toried, the mere classification or arrangement such as is 
done by secondary instruction, will suffice for the univer- 
sity. It demands profound reflection; it insists that the 
pupil shall see each branch in the light of the whole. It 
directs him to the unity underlying and making possible 
the classifications and systems as well as the inventory of 
the details themselves. It seeks as its highest aim in its 
instruction to give insight to the mind of the student. 

Let us look at the idea of insight for a moment, and 
try to see for ourselves why the curriculum or course of 
study laid out by the university for its own work and for 
the preparatory work in the secondary school has taken 
the present form. 

The general principle which determines the character 
of insight-giving studies is this : They must be of such 
a kind that they lead the individual out of his immediate 
surroundings, and assimilate him with the atmosphere and 
surroundings of an early historical age of the people to which 
he belongs. Each stage of culture is a product of two 
factors : the activity of present social forces, and that of 
the previous stage of culture. Every stage of culture goes 
down into succeeding ones in human history as a silent 
factor, still exercising a determining influence upon them, 
but in an ever-weakening degree. The education of the 
child first proceeds to take him out of himself and bathe 
him in the rare atmosphere of the childhood of his race. 
Even the nursery tales that greet his dawning conscious- 
ness, and later the fairy stories and mythological fiction 
that delight his youth, are simply the transfigured history 
of the deeds of his race. With the education of the school 
begins a serious assimilation of the classics of his people,, 
wherein he becomes by degrees conscious of the elements 



8 UNIVERSITY EXTENSION. 

of his complex being. He finds one after another the 
threads that compose his civilization — threads that weave 
the tissue of his own nature as a product of civilization. 

This insight of which we speak cannot be obtained 
except through study, exactly equivalent to the Latin and 
Greek studies which are required in our higher schools. 

To assimilate the antecedent stage of our civilized ex- 
istence, we must come into immediate contact with it — 
such contact as we find by learning the language of the 
ancient people who founded it. Language is the clothing 
•of the inmost spiritual self of a people, and we must don 
the garb in which they thought and spoke, in order to 
fully realize in ourselves these embryonic stages of our 
civilization. What we have lived through we know ade- 
quately ; and when we have lived over Roman life in our 
dispositions and feelings, and then realized the forms of 
its imagination as it embodied them in its art and poetry, 
and finally have seized it in the abstract conceptions of 
the intellect, and grasped its higher synthesis in the ideas 
of reason^then we know it, and we know ourselves in so 
far as we embody it in our institutions. 

The present spirit and methods of scientific investiga- 
tion bear me witness that to know an individual we must 
study it in its history. It is a part of a process ; we need 
to find its presuppositions in order to make it intelligible. 
•Only in the perspective of its history can we see it so as 
to comprehend it as a whole. 

If a man is not educated up to a consciousness of 
what he presupposes ; if he does not learn the wide-reach- 
ing relations that go out from him on all sides, linking 
him to the system of nature and to the vast complex of 
human history and society, he does not know himself, and 
is in so far a mere animal. Such existence as we live un- 
consciously, is to us a fate, and not an element of freedom. 
When the scholar learns his presuppositions, and sees 
the evolution afar off of the elements that have come down 
to him and entered his being — elements that form his 



ELEMENTARY AND HIGHER INSTRUCTION. Q 

life and make the conditions which surround him and fur- 
nish the instrumentalities which he must wield — then he 
begins to know how much his being involves ; and in the 
consciousness of this, he begins to be somebody in real 
earnest. He begins to find himself. His empty con- 
sciousness fills with substance. He recognizes his per- 
sonal wealth in the possession of the world and the pat- 
rimony of the race. 

Now this essential function of education to culture man 
into consciousness of his spiritual patrimony, to give him an 
insight into the civilization whose vital air he breathes, is 
attempted in our high schools and colleges. There are many 
other threads to this education — notably those of mathe- 
matics and natural science. But the pith and core of a cul- 
ture that emancipates us is classical study. 

Measuring our fellow-men by power of intellect, we 
rank those the highest who can withdraw themselves out 
of their finitude and littleness, out of their feelings and pre- 
judices, up into the region of the pure intellect, the region 
of unbiased judgment, so as to survey a subject in all its 
bearings. The thinker must be able to penetrate purely into 
the atmosphere of a subject until he feels it throughout, and 
his vision and sentiments are no longer merely his own per- 
sonal impressions, but he feels and thinks his subject in its 
entire compass, and comprehends it. 

This power of self-alienation hinges on the power to 
withdraw out of one's own immediateness into his generic 
existence — to withdraw to a standpoint whence he can see 
all his presuppositions, the complex of his surroundings, 
and take them into account. This power is attained through 
classical culture. The measure of this power of self -aliena- 
tion is the measure of the mental power of man. We all 
call the man who cannot withdraw from the narrow circle 
of his everyday feelings and ideas a weak man, and say that 
he possesses no insight. 

The university (and in this paper I have used the word 
university as synonymous with college, notwithstanding 



10 UNIVERSITY EXTENSION. 

their original difference of meaning) — the university, I say,, 
in our time, has most need of extension. In the age of the 
newspaper and the universal common school, people all re- 
ceive primary education, and very many go on, in adult 
years, to acquire secondary education; very few, however, 
of the merely "self-educated" now get what may be called 
a higher education. There is a lack of philosophic insight — 
of that insight which sees the true moving principle of things. 
Consequently we have as the highest product of the self- 
educated multitude mere iconoclasm — mere negative ac- 
tivity, and but little constructive effort. The University 
Extension will, when it is fairly inaugurated, give better 
occupation to this negative phase of culture by directing it 
to the study of the origin of institutions, and to the more 
humanizing work of interpreting literature, art, and history. 

With the multiplication of public high schools, there 
has come about in this country a tendency to neglect the- 
college or university. Secondary instruction seems to 
many of our leaders in education to be more practical than 
higher education. But, if my opinion is well founded, this 
claim for secondary instruction must be held to be an error. 
The most practical of all instruction is that which finds the 
unity of all branches of knowledge, and teaches their hu- 
man application. Ethics is certainly the most practical of 
all branches of human learning. 

All friends of a sounder education will therefore bid 
God-speed to this movement for University Extension, and 
all will hope that through it the university standards of 
thinking and investigating will become known as ideals, and 
that once well established it will have the effect of increas- 
ing the precentage of youth who complete their education 
in the university itself. 



THE ENDOWMENT OF UNIVERSITY EX- 
TENSION. 



jpiE motto of the American Society for the Extension 
of University Teaching is to help those who help 
themselves. Its efforts will be directed toward stimulating- 
each locality not only to bear the support of what may be 
called the purtly local work, but also to assist the National 
Society by contributing toward its general expenses. 

The costs of carrying on the University Extension 
may be divided into two classes, which may be called gen- 
eral and local respectively. 

I. The general charges comprise such as are necessary 
to carry on that part of the work which is common to all 
the centres and which can, therefore, be better and more 
economically done at one place. They include : 

(i) The expense involved in presenting the matter 
properly to the public in such a way as to excite such a 
general interest in the country at large as will make the 
work of exciting the necessary local interest vastly easier. 
The people of a locality are naturally attracted by a move- 
ment which is of a really national character, and yet in 
which they can take part in such a way as to benefit their 
own community directly. Individuals and associations 
are naturally interested in those things which they find 
are interesting other individuals and associations. This 
work of arousing public interest can be best accomplished 
by a society which makes this one of its special functions. 
It is only proper, therefore, that the communities which 
profit by this result should assist in some measure in bring- 
ing it about. 

This general interest in the movement is, moreover^ 



12 UNIVERSITY EXTENSION. 

necessary not only to excite local public interest, but it is 
quite as necessary in order to secure the hearty co-operation 
of our higher institutions of learning, without whose aid, 
of course, nothing can be done. The teachers in our col- 
leges and universities are so hard pressed already that they 
look with a little suspicion upon any proposition to increase 
their work unless it is very plain that there is such a gen- 
eral public interest as will secure for their efforts a perma- 
nent value and recognition. University and college boards 
of trustees have so many demands upon their funds and 
such limited resources with which to meet their many 
obligations that they naturally hesitate before seeming to 
take any interest in a movement which looks as if it might 
involve them in expense unless they see clearly that there 
is a public demand for this service. 

(2) The general charges include the' cost of collecting 
and putting into available form for use the experience of 
all the different localities along the various lines of work. 
This is absolutely necessary to the success of the move- 
ment in the broadest way, and it can only be efficiently 
done by a national society which can keep itself fully in- 
formed of all that is going on at home and abroad. The 
results of this experience will be printed in the University 
Extension Journal and will be incorporated in the numer- 
ous circulars, bulletins, blanks and forms of the society 
which will be placed at the disposal of local organizations 
at cost price. The expense of preparing the most efficient 
statements of plans and methods is very heavy and can 
be most properly and cheaply done by one organization; 
for much of this work can be done once for all 

(3) The general charges include, moreover, the expense 
of preparing and printing the syllabi, instructions to lec- 
turers, instructions to local societies and centres, etc., 
etc. It is desired to place these at the lowest possible 
price to persons wishing them ; and this can be done when 
there is the largest co-operation of all parts of the country 
in this general work. 



THE ENDOWMENT OF UNIVERSITY EXTENSION. 1 3 

(4) Finally, the general charges include the expense 
of discovering college and university men who are best 
adapted to this work and enabling them to devote their at- 
tention to it, by guaranteeing them the necessary income. 
The great bulk of the instruction in University Extension 
must be given by the men who are themselves actually 
teaching in educational institutions. This is necessary for 
two reasons : In the first place, in no other way can the 
necessary number of specialists be found to carry on this 
work, and in the second place in no other way can the 
work be kept from sinking to the level of dilettanti instruc- 
tion or amusement, such as is characteristic of the lyceum 
bureau. The movement must be held close to the colleges 
and universities by enlisting their teachers in the actual 
work of instruction. 

On the other hand, the work is in many respects pe- 
culiar. Some teachers have greater ability for it than 
others. These should be enabled to give a relatively larger 
share of their time to it. It is, moreover, necessary to 
have a small number of devoted men, who will take up the 
work as a career — men who can both lecture and organize. 
These men must be guaranteed a livelihood, and they will 
naturally fall for a part of their expense on the general so- 
ciety. 

II. The local charges, on the other hand, include the 
expense of conducting the local work along the lines laid 
down by the National Society. They include : 

(i) The lecturer's fee, which will vary with time and 
place. It has been found in and around Philadelphia that 
a fee of ^20.00 per lecture is about all that the ordinary 
local centre can afford if it proposes to hold several cour- 
ses. This may be increased in some places, and will prob- 
ably be diminished in others. The fee charged for a six- 
lecture course would, therefore, be ^120.00, to which must 
be added ten or fifteen dollars for incidental expenses, and 
a varying sum for travelling expenses of the lecturer. 

(2) The local charges would include, further, the rent 



34 UNIVERSITY EXTENSION. 

-of a hall or meeting place, if one could not be found rent- 
free. Usually, however, the use of a school-house, or " 
■church-parlor, or club-room can be obtained free or for a 
nominal charge. 

(3) The local charges include, also, the cost of printing 
admission tickets, advertising the course, administrative 
expenses of the Local Committee, such as Secretary's and 
Treasurer's books, etc. 

It is proposed to pay the lecturers in every case for 
"their work. In so far the Extension work is on a purely 
business basis, and it is proposed to pay such a sum as is 
-necessary to get suitable lecturers — men of scientific stand- 
ing and good teaching ability. 

Now it is evident to every student of educational 
history that this work cannot be made to pay for itself in 
the ordinary sense, if its character be maintained as it 
.should be. That is to say, we cannot hope to collect in 
the form of fees of admission to these various lecture cour- 
,ses a sum which should be sufficient to meet all these gen- 
eral and local charges. That would be like expecting Cor- 
nell or Michigan or Pennsylvania to collect in the form of 
tuition fees money enough to maintain those institutions. 
■Consequently we must rely on contributions to the general 
work to enable us to carry it on as it should be. 

It is important that at the beginning of the work, the 
starting of courses in the local centres should be made as 
easy as possible. To this end local associations should 
be formed at least in the larger cities which can undertake 
to assist in making up by subscription the necessary funds 
"to supplement the efforts of the local centre. These 
associations can guarantee a certain remuneration to lec- 
turers, and if the fees collected from the local centres are 
.not sufficient to defray the expenses, the association can 
make it good. 

The larger the subscriptions to the National Society 
"the lower can the general expenses, as indicated above, be- 
come, and the easier the beginning be made for the various 
communities. 



THE ENDOWMENT OF UNIVERSITY EXTENSION. 1 5 

This work offers a rare opportunity to men of wealth 
to assist in an efficient way in the development of our 
American educational system. They can either con- 
tribute to the local centre, to the local association, or 
to the American Society for the Extension of University 
Teaching. They can endow lectureships in the society 
by which the local charge for good lectures can be very, 
much reduced and the participation in the advantages of 
higher education opened to an ever-increasing number of 
their fellow-citizens. Every dollar spent in this way will 
stimulate the local raising of five times that amount. 

But it is not merely the man of large meanS who may 
aid in the University Extension movement. Every one 
who contributes to the guarantee fund of a local centre, 
or of a local society, or who becomes a member of the 
American Society and pays his annual fee, can feel that he 
has to that amount aided this great cause and shared in an 
efficient way in the improvement of our educational system. 



THE HISTORY OF A BRANCH SOCIETY. 



f "Y^ENERAL interest has been aroused in the work of Uni- 
versity Extension, and in many cities of the United 
States the inquiry is being made as to the best method of 
organizing and prosecuting the movement. 

This inquiry can perhaps be answered in no better 
way than by giving a sketch of the movement as it has 
been successfully developed in the city of Philadelphia. 
At the same time it must be noted that no other city will 
ever have to encounter all the difhculties that were met by 
this first effort to introduce the system of Extension 
Teaching into this country, owing to the fact that the 
American Society has done the pioneer work. 

In the first months of 1890, there was in the United 
States not only no particular interest in the definite work 
of University Extension but no clear idea as to what the 
movement really is or what the methods are which it em- 
ploys. Attempts had indeed been made to introduce here 
and there some particular idea or phase of the work. These, 
however, had excited little attention, and even when meas- 
urably successful had hardly tended to make the details of 
the system known or its results appreciated. 

This condition of things has greatly changed. It is no 
longer necessary to appeal to transatlantic experience when 
a question is asked as to the purposes, methods and results 
of Extension Teaching. The objection cannot now be 
made that this system may be good for England, for Den- 
mark or for Austria, but is not adapted to American con- 
ditions. One year's trial of University Extension in Phila- 
delphia has made it henceforth easier to introduce the work 
throughout the country. 



HISTORY OF A BRANCH SOCIETY. 1/ 

In consideration of this fact, it is hardly possible to 
overestimate the service of the man who first saw the need 
of Extension Teaching in the United States and the great 
opportunities it offered to the cause of popular education. 
To the clear foresight, the active initiative and characteristic 
generosity of Provost Pepper, of the University of Pennsyl- 
vania, is due in great measure the establishment of this 
work. In February, 1890, a number of the leading educa- 
tors of the city met by his invitation and at his house to- 
discuss the movement and the advisability of organizing it- 
It seemed to all that the work offered great opportunities; 
for the whole country, and it was proposed to make the 
first trial in Philadelphia. The plan met the approval of 
those present and of all who were consulted during the 
succeeding months ; the co-operation of the neighboring 
higher institutions was pledged; and on June ist, 1890, 
the Philadelphia Society for the Extension of University 
Teaching was formed, with Provost Pepper as President. 
In order to commence the work with the advantage of an 
intimate acquaintance with English methods, the Secretary 
was sent to study the system as organized in Oxford, 
Cambridge and London. On his return in the Fall, he 
drew up a "Report on the University Extension Move- 
ment in England," which was published by the society, 
and contributed greatly to a clearer understanding of the 
work. 

The first local centre was opened at Roxborough, a 
suburb of Philadelphia, on November 3d, with a course on 
Chemistry. This centre was established in connection 
with the St. Timothy's Workingmen's Club and Institute. 
It has been the constant aim to co-operate to the fullest 
extent with all existing societies and institutions in their 
efforts to promote the cause of popular education ; and to 
this was largely due the success of the first year. Libra- 
ries, institutes, guilds, clubs and associations gave great 
assistance in the work. The largest centre of 1 890-1 891 
was in the hands of a committee of the Young Men's 



l8 UNIVERSITY EXTENSION. 

Christian Association. Wagner Institute, the Neighborhood 
Guild, the United Club and Institute, the Woman's Chris- 
tian Association and Wright's Institute in Philadelphia; 
the New Century Club of Wilmington; the Fortnightly, 
in Camden ; in West Chester, the Public Library ; in Had- 
donfield, the Athenaeum Library aided the formation of 
centres and afforded them many facilities. Under such 
favorable influences the work progressed rapidly. A great 
impetus was given the movement by a public meeting on 
November 19th, at which addresses were delivered by 
President Patton, of Princeton, Provost Pepper, Mr. R. G. 
Moulton, of Cambridge, and President MacAlister, of the 
Drexel Institute. The faculties of the Universities of Penn- 
sylvania, Lehigh and Princeton, of Haverford, Swarthmore 
and Bryn Mawr Colleges were in hearty sympathy with the 
work, and lecturers were freely drawn from them for the 
different centres. The special conditions offered by the 
large population of Philadelphia and its easily accessible 
suburbs were also a great factor in the development of the 
work. 

During the first season from November ist to the 
I St of May, there were established twenty-three centres, 
where over forty courses of lectures were delivered to a 
total attendance of nearly sixty thousand. 

A noteworthy feature was the nature of the audiences, 
which usually showed a wide variety of occupations. The 
afternoon courses were, however, attended mostly by ladies, 
and many of the evening lectures were arranged specially 
for workingmen. 

The most popular subjects proved to be literature, 
history and the different physical and natural sciences. 
In one centre a course in Advanced Mathematics was 
given for the first time in the history of Extension 
Teaching, and somewhat strangely to a class of working- 
men. 

The success of the Philadelphia movement became 
early apparent, and led to many inquiries for information 



HISTORY OF A BRANCH SOCIETY. 19 

from all parts of the country. Requests for assistance in 
forming centres came from such a wide area that the local 
organization was unable to satisfy them, and a national 
society was determined upon ; and on December 23, 1890, the 
American Society for the Extension of University Teaching 
was established, and the Philadelphia society became the 
first branch. From that time the difficulties that had been 
encountered by those active in the work were more easily 
overcome. Those who had looked with some indifference 
•on a merely local movement became interested in one of 
national scope, and those who had been striving for the 
cause before were cheered by the consciousness of larger 
participation. The advantages which the general society 
conferred on the local association were thus quickly seen. 

The first season closed for the Philadelphia Branch 
with many enthusiastic centres and applications for several 
more. The financial responsibility that had been thrown 
on the centres was well borne, and several had large bal- 
ances available for the expenses of the next winter. 

The results accomplished in one year by the Philadel- 
phia Branch were equal to those of the London Society 
after sixteen years of organized labor, but these can be 
■easily paralleled by any society that will take hold of the 
work with vigor and profit by all the advantages that are 
offered. Philadelphia had to send to England for informa- 
tion which is now made accessible to all through the jour- 
nal, circulars and bulletins of the American Society. 
Wherever sufficient interest is shown, this society is ready 
to send a representative to aid in the organization of the 
work and give full explanation of all the methods and de- 
tails of the system. A year ago little was known of Uni- 
versity Extension in this country, while now one can hardly 
take up a magazine or a paper without seeing some refer- 
ence to the movement. 

The example has been set by the generosity of one city 
of guaranteeing liberally the expenses of the work, and 
this will doubtless be followed wherever Extension Teach- 



r30 UNIVERSITY EXTENSION, 

ing is undertaken. If there is anywhere a desire for the 
establishment of this work, the necessary steps are, first, 
to interest a number of the leading citizens and the facul- 
ties of the neighboring colleges and universities, by dif- 
fusing the information contained in the publications of the 
American Society and by personal interviews ; second, to 
apply to the nearest branch of the American Society for a 
representative to consult with those interested; third, to 
form an organization, with President, Treasurer and Secre- 
tary ; fourth, to call a public meeting where addresses will 
be made by influential men, and the people of the commu- 
nity aroused; fifth, to secure the pledge of a guarantee 
fund for the general expenses of the branch. When this 
has been accomplished the field is ripe for the work of the 
Secretary, who should further the formation of local cen- 
tres in the different wards of the city and in the suburbs 
and neighboring towns. 



HOW TO ORGANIZE A LOCAL CENTRE. 



HThe organization of the American Society for the Ex- 
tension of University Teaching consists of three ele- 
ments. The American Society has the important task of 
arousing general interest, of first creating and then satisfy- . 
ing a demand for information in regard to the movemen.t 
and for assistance in developing the work. The Branch 
Society has the same duties in a given locality, and within 
its own limits performs similar functions. Assisted by the 
American Society, it perfects its own organization, stimu- 
lates popular interest by spreading the information con- 
tained in the different publications of the society, gains 
the co-operation of the nearest universities and colleges, 
helps in the formation of Local Centres, and arranges tor 
them the courses preferred. 

On the Local Centre, however, falls the real responsi- 
bility of the movement. Without the American Society 
and the Branch, the work of Extension Teaching would 
still be possible, although the difficulties would be vastly 
greater. The Local Centre, on the other hand, is abso- 
lutely essential, for here the actual work of teaching is 
accomplished. It is, then, a matter of first importance to 
learn how a Local Centre may best be organized, and what 
are the conditions of its success. 

One of the most experienced lecturers in University 
Extension has said that wherever one person is interested 
in this cause a Centre may be formed. This seems at first 
blush to be an extreme statement, but the history of 
Extension Teaching amply justifies it. Such a one can 
send to the nearest Branch for circulars in regard to the 
work. By means of these the movement is made clear to 



22 UNIVERSITY EXTENSION. 

a few of those most likely to be attracted by the possibili- 
ties of higher advantages and best able to secure these for 
the particular locality. When a half-dozen are found who 
are ready to further the work, application should be made 
to the Branch to send a representative, generally the 
Secretary, to explain personally all the details of the sys- 
tem and the best means of inaugurating it. At this meet- 
ing a temporary organization is effected and a provisional 
committee appointed to obtain public support for the 
movement. The first step in this direction is the forma- 
tion of a Local Committee, which should be thoroughly 
representative of the town. To this end the leading pro- 
fessional and business men and the most influential ladies 
of the community should be asked to become members. 
Especially should the ministers of the different churches, 
and those connected with the school system be early 
brought to identify themselves with the cause. In every 
case the full co-operation of the local press is very impon 
tant and generally is easily secured. 

The first meeting of the Local Committee will usually 
sanction all the acts ot the provisional committee and con- 
tinue it as the Executive Committee of the Centre. A 
president, treasurer and secretary will be chosen, and the 
courses selected from those offered by the Branch which 
seem best adapted to the local conditions. The financial 
question comes up at this point. The organization of 
Extension Teaching in the United States has put the bur- 
den of this work largely on the Local Centre ; in other 
words, on those who profit directly by it. The Local 
Centre must then guarantee to the Branch the lecturer's 
fee and travelling expenses, plus a small sum for the syllabi, 
and assume the local costs of advertising, printing and halL 
rent. 

In some cases the lecture course will be self-support- 
ing, and all expenses can be paid from the price of the 
tickets. This, however, will and perhaps should be the 
exception. In such cases it is almost fair to assume 



HOW TO ORGANIZE A LOCAL CENTRE. 23 

either that the charge is so high that many who should 
share the benefits are kept from it by the cost, or that the 
lectures are simply popular, rather than instructive and at- 
tractive at once. The Extension lecture is not like that 
of the lyceum bureau ; it is for purposes of education, and 
is the less likely to pay for itself financially in proportion 
as it accomplishes this end. 

Three plans have been employed for covering the ex- 
penses of the courses : the first is by a guarantee fund 
available in case of a deficit, each guarantor being then 
called on for his proportion of the entire amount. The 
second plan is that of a subscription, payable in advance. 
If the course proves self-supporting, or nearly so, this fund, 
or a large part, may remain as a permanent endowment of 
Extension Teaching in the town, it may be used indirectly 
to aid the local work by offering prizes of free tickets for 
succeeding courses to the best students, or, as has been 
done in England and this country, a contribution may be 
made to the General Society and thus the advantages of 
University Extension be made possible for poorer com- 
munities. 

The third plan is by collecting promises to take tick- 
ets. This may be done through the influential members 
of the Local Committee, or by some one eager to share 
the advantages of the course, which, perhaps, only become 
open to him by means of the commission granted on the 
sale of tickets. Each one of these methods has been suc- 
cessfully tried, but it may be found well to choose either 
of the latter rather than the first, although often a combi- 
nation is most effective. The expense of hall rent may 
often be lessened or entirely avoided by gaining the co- 
operation of some local organization which has a place of 
meeting. The sum due to the Branch is always fixed for 
each course, and the expense of advertising and printing 
of tickets is so closely estimated that the entire cost of the 
season's work may be known in advance. 

Interest in this movement will always be best aroused 



24 UNIVERSITY EXTENSION. 

by personal visits of the Local Committee. Another ex- 
cellent means is a public meeting, where addresses are 
given by the leading men of the community, and by those 
who can speak of the results in other places, and here 
again every class should be represented. 

The faculties of the nearest institutions should have 
some of their number present to speak on a work which is 
destined so greatly to affect their own standing and influ- 
ence. The clergy, local societies, clubs, libraries and in- 
stitutes should be asked to formally pledge their help. By 
such a meeting the idea of the possibilities of the move- 
ment will be impressed on all minds. 

In these ways the practical success of the Local Centre 
may be assured. There are, however, two or three special 
points which the Executive Committee will find it well to 
keep ever before them. The first is in regard to the 
proper nature of the lecture course. The aim of Extension 
Teaching is to bring as many as possible within the influ- 
ence of the work. It is evident enough that to get hold of 
busy men and women after their daily tasks the subjects 
must be inherently interesting and must be treated in an 
attractive way. On the other hand, it is a great mistake 
to assume that the best results will be obtained by offering 
courses to the public that are simply popular in their 
nature. One likes to be amused or interested for a time, 
but such a lyiotive will not take men or women from their 
homes even once a week through successive months. 
There must be a deeper charm than the pleasure of the 
moment, and this charm may be found in the intrinsic 
value of the work. 

The Local Committee which tries to cover expenses by 
arranging merely popular courses will find that the short- 
sighted policy defeats itself. It will succeed for a year or 
perhaps two, but is fatal to the permanent usefulness of 
the Centre. The ideal course is not the one that attracts 
a thousand hearers, but the one that stimulates a hundred 
students. 



HOW TO ORGANIZE A LOCAL CENTRE. 2$ 

The second point, of almost equal importance, is in 
regard to the proper connection or sequence of the courses. 
The one objection to which this system is especially open 
is that of the aimlessness of the work. The Local Com- 
mittee, anxious still to cater to the popular taste, not only 
selects what appears to be an interesting rather than an 
instructive course, but also varies the subject repeatedly in 
its efforts to reach all classes, and there is a bewildering 
kaleidoscopic succession of botany, history, economics, 
literature and transcendental philosophy. All these sub- 
jects are of real importance, but such mingling is destruct- 
ive to the steady mental growth which is sought in this 
work. This, too, is a plan which will attract larger- audi- 
ences for a while; but when those who have attended regu- 
larly for two or three years find that there remains only a 
confused idea of half a dozen widely-varying and, to them, 
unconnected subjects, they will become dissatisfied, the 
courses will be unattended, and the Centre, from being a 
seeming success, will be a self-confessed failure. The 
only way to get real good from the Extension movement 
is to do real work along some few lines which, followed 
through several years, will have something of the logical 
sequence of a college curriculum. 

The Branch stands ready at all times to offer such 
connected courses, and the Centre should choose them. 
If this is done, it will be found that the work has a real 
value, that it will be recognized if desired by the nearer 
universities and colleges, and that their stamp will at once 
give added dignity in the eyes of the community. Cam- 
, bridge University set the example by excusing the students 
of Affiliated Centres from one of the three years of resi- 
dence necessary for a degree, and where this work is of 
high standard our own universities will doubtless be ready 
to do the same by accepting Extension work as a substi- 
tute for the corresponding courses of the curriculum. 

In order to make this work most profitable at the 
time and directl}'- and indirectly conduce to its permanency 



26 UNIVERSITY EXTENSION. 

in the town, one additional thing is necessary. The Local 
Committee should encourage, as far as possible, those who 
are ready to do thorough study by furnishing, at the ex- 
pense of the Centre, the books of reference required in 
the course. Often arrangements can be made with the 
Branch to furnish what is called a travelling library, which 
is at the service of the Centre during the actual progress 
of the course. It is much better, however, to have the 
books a permanent possession of the Centre or of some 
local library. It will not be difficult certainly in any town 
to get hold of the score of books necessary to one course, 
for which some portion of the subscription fund may be 
used. ' If this is done, the students of the Centre will nat- 
urally band themselves together for further prosecution of 
the subject during and after the close of the course. They 
will look forward to the work of the coming year and en- 
deavor to prepare for it. These Students' Associations 
will be a nucleus for the continuance of the Centre and a 
vauable aid in keeping alive public interest, and for their 
own sakes will insist on the desirable sequence of the 
courses. 

This is how a Centre may be organized in such a way 
as to be the source of real and of constant good to the 
community. Experience has shown that one course of 
lectures often changes the entire thought and talk of a 
town for weeks. Who can measure the effect of an active, 
earnest Centre through successive years? 



NOTES. 

Prof. Louis Bevier, of Rutgers College, has been ap- 
pointed to organize the work of University Extension in 
connection with that institution. 



The Superintendents of Instruction of nearly all the 
States of the Union have written to express their sympathy 
with. this movement and offer their co-operation to the 
American Society. 

Prof. Jeremiah W. Jenks, of the University of In- 
diana, who has done excellent work in Extension Teaching 
in Indianapolis, has accepted the chair of Social, Political 
and Municipal Institutions in Cornell University. 



Prof. Herbert B. Adams, of Baltimore, deserves the 
credit of being one of the first promoters of this work in 
the United States. Wherever he has found opportunity 
and by all the means in his power he has furthered the cause 
of Extension Teaching. 



Mr. Seth T. Stewart, Secretary of the New York 
Society, has greatly helped in making the cause of Univer- 
sity Extension known throughout the country. The real 
worth of this movement is best seen in the character of the 
men who are devoting themselves to it. 



Prof. Wilfred H. Munro has been chosen superinten- 
dent of University Extension by Brown University in 
Rhode Island. Excellent work was done during the past 
winter in Providence. President Andrews says: "It has 
much more than met my most sanguine expectations, both 
as to members and interest." 



28 UNIVERSITY EXTENSION. 

Among the prominent men who have recently joined 
the American Society for the Extension of University 
Teaching are Dr. Phillips Brooks, Bishop of Massachusetts, 
ex-President Rutherford B. Hayes, Erastus Wiman, Oscar 
Strauss, Franklin McVeagh, W. C. P. Breckinridge and Sir 
Daniel Wilson. 



The Philadelphia Local Board of the American Insti- 
tute of Sacred Literature has joined with the Philadelphia 
branch of the American Society for the Extension of Uni- 
versity Teaching in offering courses on Biblical work. For 
the next year these courses will be in Hebrew, in the Greek 
New Testament and in the English Old and New Testa- 
ment. 



The Academy of Science of St. Paul has made a be- 
ginning of work in Extension Teaching, Courses were of- 
fered last winter in history, botany, geology, electricity 
and mechanics. The courses were of twelve lectures each, 
and were given by members of the faculties of the Uni- 
versity of Minnesota, Carleton College and Macleester 
College. 

President Charles F. Thwing, of Western Reserve 
University, is one of the most enthusiastic members of the 
council of the American Society. Through his influence, 
steps have already been taken to introduce this method of 
teaching into Cleveland. Meetings have been held with 
gratifying results, and a strong committee has been ap- 
pointed to take charge of the local movement. 

The University of Denver is the most important ele- 
ment in the development of Extension Teaching in Color- 
ado. The Colorado State College and the University of 
Colorado will also co-operate in the movement, which was 
successfully organized in Denver this spring. Preparations 
are being made for a thorough carrying-out during next 
winter of all the features of the system as outlined by the 
American Society. 



NOTES. 29 

There will be many American visitors at the summer 
meeting of University Extension students at Oxford in 
August. Among others in attendance will be Mr. Walter 
C. Douglas, General Secretary of the Philadelphia Y. M. 
C. A., Miss Ida Gardner, of Providence, and Professor 
Chas. B. Atwell, of Northwestern University. Full re- 
ports of all points of interest will appear in later numbers 
of University Extension. 



One of the foremost of those interested in this move- 
ment in Illinois is Dr. Chas. DeGarmo, Professor in Peda- 
gogy in the University of Illinois. The men who have 
made a special study of educational problems are the first 
to see the opportunities of Extension Teaching. On the 
other hand, it is not surprising to find it taken up soonest 
by our great State universities, whose form of organization 
brings them nearer the people, and which are quick to see 
the increase of strength to them from popular interest in 
this work. 



There is in the hondon/ourna/ oi January, 1891, a refer- 
ence to the establishing of this system in Austria : " A begin- 
ning has recently been made in connection with the Vienna 
University and the 'Volksbildungs-Verein' (Society for 
Popular Instruction) to introduce the University Extension 
system to the Austrian capital. Dr. Bauer, who visited 
this country in the summer, writes that a society has been 
formed, under the auspices of which, courses of lectures 
have already been arranged in science, history and economics, 
in various parts of the city, and on the eve of the coming 
census a series of lectures will be given on the 'Statistics 
of Population.' Lecturers have also been asked to give 
courses to the soldiers and ofiicers in barracks. The major- 
ity of teachers are graduates of the university, or men of 
acknowledged literary or scientific training, and the work 
is thus of university stamp. " The financial difficulty has 
quickly asserted itself, and it is proposed to apply for aid 
to the "Landtag" (Provincial Parliament), and any grant 



30 UNIVERSITY EXTENSION. 

tnat may be forthcoming will be controlled by a "curato- 
rium," consisting of certain members of parliament, pro. 
f essors of the university, and members of the society. 

The work of University Extension was formally or- 
ganized in Chicago on June loth. The affairs of the 
society will be managed by a council of twenty-four. 
Among the members already chosen are President Rogers, 
of Northwestern University, President Roberts, of Lake 
Forrest University, ex-Regent Peabody and Dr. Chas. 
DeGarmo, of the University of Illinois, and Franklin Mc- 
A'^eagh. No better place could be found in the West for 
the establishing of this system, and under good manage- 
ment it will doubtless attain a great success. 



The People's Institute of Milwaukee has outlined an 
excellent system of courses to be given under their direc- 
tion both in Milwaukee and in other large cities of the State. 
It proposes to work in harmony with the University of 
Wisconsin along the regular lines of Extension Teaching. 
This is a very strong association, which, through its read- 
ing and conversation-rooms and Saturday-evening lectures 
and debates, has already exerted great influence. The new 
departure will certainly increase vastly its powers of doing 
good. Mr. Robert C. Spencer is the very efficient presi- 
dent of the Institute. 



The action of the Legislature of the State of New 
York, in voting ^10,000 for the inauguration of University 
Extension in that State, is largely due to the enthusiastic 
efforts of Mr. Melvil Dewey. By making use of the pub- 
lications of the American Society, he succeeded in bringing 
this cause clearly before the members of the legislature, 
with the above result. At the Albany Convocation of July 
8-10, this subject came very prominently to the considera- 
tion of those present, one entire session being devoted to 
it. President Low, of Columbia, Prof. Adams, of Johns 
Hopkins, Secretary Henderson, of the American Society, 
and several others made addresses. The discussion which 



NOTES. 31 

followed was evidence of the widespread interest in the 
growth of this movement. 

Within one week the University Extension move- 
ment was a leading subject of thought and discussion in 
live great gatherings. On Thursday, July 9th, George 
Francis James read a paper on this movement before the 
Pennsylvania State Teachers' Association at Bedford, Pa. 
On the same morning Prof. Willis Boughton spoke to the 
State Teachers' Association of Maryland, at Ocean City, 
Md. ; and in the afternoon Prof. H. B. Adams addressed the 
Ohio State Teachers' Association at Chautauqua. On Friday 
the session of the University Convocation at Albany was 
devoted to a discussion of Extension Teaching, and the De- 
partment of Higher Education of the National Association 
considered the subject on Thursday, July i6th, at the meet- 
ing in Toronto. 

It is worthy of remark that the idea of University 
Extension has taken root in other than English-speaking 
countries. A Danish correspondent writes to the Oxford 
Gazette in regard to work in Denmark : " About five years 
ago the undergraduates of the University of Copenhagen 
undertook to give free instruction to the working classes 
and others who were in need of such instruction. Courses 
were given in languages, natural science, and all subjects 
commonly taught in high schools. The rooms in which the 
instruction was given were lent free by the schools and 
otlier institutions. The movement succeeded, and after 
three years the Organizing Committee applied for and got 
State aid, to which, however, no conditions were attached. 
It was only an encouragement given to the brave efforts of 
the students. The undergraduates now give free legal 
advice through competent men, and the movement is ex- 
tending in every direction. Branches»of the central society 
in Copenhagen have already been established in the chief 
towns of Denmark, and it is only a question of time when 
the whole country will be covered .by a network of similar 
instruction." 



32 UNIVERSITY EXTENSION. 

UNIVERSITY EXTENSION IN CURRENT LIT 
ERATURE. 



In the ]\|arch number of the Andover Review and in 
the April number of the Quarterly are valuable articles on 
this work. 



Miss Lilian Whiting, of Boston, will have a very at- 
tractive paper on University Extension in an early num- 
ber of the Cosmopolitan. 



In the September issue of the Arena will appear an 
article on this movement in America by Prof. Willis 
Boughton, of Ohio University. 



The University Magazine devotes several pages to 
University Extension in the August number. The article 
is by F. Churchill Williams, and shows an intimate knowl- 
edge of the progress of the work. 

Prof. Herbert B. Adams, of Johns Hopkins Univer- 
sity, has written for the July number of the Forum and of 
the Review of Reviews 2xv interesting sketch of the growth 
of Extension Teaching in this country. 



Two excellent articles have appeared in Lippincotfs 
Magazine on University Extension — one in October, 1890, 
the other in May, 1891. Both were written by Prof. Sydney 
T. Skidmore, who has been active in the local work in Phila- 
delphia. 



There are two magazines, published in England, which 
are entirely devoted to the furtherance of this cause. The 
University Extension Gazette is the organ of the society at 
Oxford, and the University Extension Journal is issued by 
the London Society. The object of these magazines is 
largely the binding together of the diffierent centres, but in 
them have appeared many articles of general interest. 



University Extension. 



THE PROSPECTS QF UNIVERSITY EXTENSION 
IN ENGLAND. ' 



^DiFTEEN years ago you might have found a man here and 
there who believed that University Extension had a 
future before it. Five years later the company of enthu- 
siasts had grown a little. Some, it is true, had fallen away, 
grieved by repeated failures, but newcomers had taken their 
place and thus the number of those who had faith in the 
future of the work gradually increased. At last — almost 
suddenly as it seemed — the outlook grew brighter. New 
energy seized the leaders, new ideas began to suggest them- 
selves and were promptly turned into practical schemes, 
most of which happily succeeded. A rapid increase in the 
number of lecture centres indicated the growth of public 
interest. Newspapers began to give prominence to informa- 
tion about the work. Inquiries began to pour in from parts 
of the country which had been previously untouched by 
the movement. Venture proved venture, and one develop- 
ment led to another. University Extension was a success 
at last. 

You cannot measure its success by mere figures. An 
intellectual influence cannot be really fitted into a formula. 
Statistics, of course, will give you the attendance at the 
lectures, the number of students who scribbled in examina- 
tion-rooms, the number of certificates which came back to 
them as a sort of ironical acknowledgment of their industry. 



34 UNIVERSITY EXTENSION. 

Buf all these big totals and elaborate calculations, 
though they are comforting enough in their proper place, 
do not really tell you what you want to know — whether any 
good was coming out of all the fuss and expenditure and 
advertisement and organization, whether the crowds which 
thronged the lecture-rooms carried home with them any 
new ideas and disquieting aspirations — whether the move- 
ment was really alive.^ 

Happily we have evidence that- it was. To some, the 
lectures had come as a revelation. New interests had been 
quickened, curiosities had been aroused, life seemed fuller 
than before. The great cloud of dullness was a little less 
dense. 

How dense it had been outsiders had failed to notice. 
It had crushed down all kinds of capacity, hindered all 
sorts of possible developments, and more than this it had 
put down even mutiny itself It had made its victims 
patiently satisfied with their own disappointments. 

There is no longer need to argue that intellectual 
capacity, when it is discovered, should be encouraged, given 
scope, allowed to come to its full stature and assert itself 
Repression is no longer a fetish. But what does still need 
fighting for is the idea that, under ordinary conditions of 
middle-class and still more of lower-class life, certain 
important kinds of intellectual capacity hardly get the 
chance of the most rudimentary development. The environ- 
ment is against them. The plant may push up its seed- 
leaves, but its further growth is nipped. Parents in the 
position of life of which I am thinking are not on the look- 
out for unusual gifts. They prefer, and are ready to wel- 
come, the more homespun kinds of ability. But literary, 
artistic, even scientific promise is hardly recognized, or, if 
recognized, is regretted as disappointingly unsuitable. 

'For those who after all think figures are firmer ground, it maybe added that over 
iiS.ooo persons attended University Extension lectures and classes in England during the 
winter of iSgo-gi. 



UNIVERSITY EXTENSION IN ENGLAND. 35 

Accordingly the child does not get a fair chance, grows up 
with an awkward, uneasy, nervous feeling of discontent 
which it cannot explain to itself, much less remove, and 
often, through mere want of appropriate training and 
stimulus, grows up into a rather fretful, unsatisfactory man 
or woman — a human being which, through no fault of its 
own, or, indeed, conscious neglect on the part of anyone 
else, has simply missed its chance. 

Who even in his own narrow experience does not 
know a dozen such ? This middle-class tragedy is com- 
mon enough, and in lower classes commoner still. But it 
is terrible waste, and if we notice all that the victims miss, 
sad cruelty too. I do not speak, of course, of cases of 
commanding genius. Real genius, perhaps, manages to 
elbow its way out of the most unpromising surroundings. 
It has the knack of making itself actively disagreeable unt^ 
its wants are attended to. Possibly, however, we flatter 
ourselves too easily even about genius; much, perhaps, 
even of it is wasted and suppressed by mere want of sym- 
pathy. But, whatever be the case with genius, very much 
ability of the second rank is lost to the world for want of 
proper handling and education in early sensitive years. 
And it is to the interest of the public, as well as of every- 
one more immediately concerned, that this leakage of 
ability should be stopped. 

Not that the ability which it may thus save from being 
wasted will necessarily attain any very conspicuous distinc- 
tion. It may never be heard of outside its own tiny ciccle. 
JBut it will give the next generation a better chance. 
Men and women, whose own' tasks and predilections have 
been properly considered and developed, will be more likely 
to do the same for their own children in their turn. It is 
in this way that the effects of higher education are cumu- 
lative. The refinement and mental quickening of one gener- 
ation improves the surroundings in which the next grows up. 



36 UNIVERSITY EXTENSION, 

This is the great work which University Extension is 
undertaking. It seeks to bring the stimulus of higher 
education within the reach of everybody. Its promoters 
beheve that it is worth while to do so, that there are undis- 
covered stores of talent, undeveloped capacity everywhere, 
and in every rank of life, and that the world will be the 
better for a little more of what the Socialists call " equality 
of intellectual opportunity," 

Those who sympathize with this point of view will 
not be disappointed if for a long time University Extension 
teaching contents itself with a kind of work which some 
people contemptuously turn up their noses at as " popular." 
If a thing is popular it has at all events caught the 'public 
taste, and if, in spite of the inconstancy of public approval, 
it continues to remain popular, the probability is that it 
contains elements of permanent value and lasting edification. 
The Venus of Milo is popular as well as the most transient 
comic song. Now, if we are seriously going to try to 
establish a great popular system of higher education, we 
must not begin by being pedantic. We must be bold 
enough to interest our clients and to keep them interested. 
And this we shall certainly fail to do if we carefully make 
ourselves as dry as dust. 

The fact is that everything which is worth knowing at 
all can be made intensely interesting to the commonest 
understanding, but it takes a clever, and, what is more, a 
sympathetic teacher to make it so. The apparent dullness 
of so much knowledge is due to the second-rateness of the 
abilities of many erudite persons, A first-rate teacher can 
take a very ordinary audience with him to the root of most 
matters which it is of any importance for theoi to know. 
A second-rate teacher quickly convinces his patient and 
pathetically respectful hearers that learning is a murky 
labyrinth. 

It is a pity that instead of giving gold medals to prom- 



UNIVERSITY EXTENSION IN ENGLAND. 3/ 

ising boys at school, we do not sometimes reward them, as 
a consummate honor, with half-an-hour's talk with one of 
the intellectual giants of the generation which is passing 
away. No lad would ever forget the words of counsel, of 
encouragement, of warning, which might be given to him 
in such an interview. Coming to him at the most sensitive 
point in his life, weighty with the speaker's venerable dig- 
nity and prestige, such words would remain with him as a 
living inspiration to his dying day. But if a man thus 
remembers the few words which he hears in boyhood from 
some admired hero, what doubt is there that even a short 
course of six or twelve lectures may leave in the same way 
its indelible imprint on the mind of many a hearer; may 
stimulate dormant faculties, give new life to faded aspira- 
tions ? Happily the grateful evidence of hundreds of people 
makes it needless to put the question. 

Let us then not lose heart if for a long time University 
Extension work chiefly consists in the arrangement of short 
courses of lectures. We are sowing seed. The one essen- 
tial proof of the value of the work will be found in the 
attendance of the hearers. If they come over and over 
again, come steadily for course after course, come without 
compulsion and pay for coming, it means that there is 
something in the lectures worth their while to come for. 
Mere levity palls on most people ; those who instinctively 
prefer levity find the best kind of it in music-halls. People 
will not come to course after course of lectures unless the 
teacher has stuff in him. They may not go in for examina- 
tions ; they may be too old and shy for that. Home or 
business duties may interfere with the writing of weekly 
exercises ; but if they will steadily attend course after course, 
lecture and class, they are gaining* something by the 
process, and we should hold ourselves fortunate in being 
able to supply this need. 

It would be a pity, too, to become squeamish as to the 



38 UNIVERSITY EXTENSION. 

sequence of subjects. Provided that the hearers are left 
free to choose their own teacher and their own subject, 
sequence may in the long run be allowed to look after 
itself. There is no such thing as an invariable sequence in 
higher study, any more than there is an invariable sequence 
in love-making. The course of intellectual development is 
often inscrutable, and so long as an intelligent audience 
is given a succession of invariably good lectures and of 
invariably good lecturers, some sort of sequence will be 
secured, if not in the actual subject of the lectures, at any 
rate in the standpoint of the lecturers or in the minds of 
the students. Moreover we should not forget that there 
are two kinds of sequence — sequence of subjects taught 
and sequence of good teachers to teach them. Of the two 
the second is not the less important. 

But though University Extension will always take the 
form in most places of occasional courses of lectures — a 
little detached in point of subject, a little isolated perhaps 
in point of time — we are beginning to feel our way in 
England to rather more elaborate efforts at organization. 
It is always tempting to try to do too much of this kind 
of thing because it pleases the academic Philistine. He 
despises a course of lectufes, but he can understand a 
college. That is to say, his own experience helps him in 
the one case, but hjs does not get properly helped by his 
imagination in the other. So when he girds at University 
Extension for being casual and disconnected and incom- 
plete, he is comforted or rather silenced by being told that 
these scattered courses of lectures will in due time be 
properly focused into the more conventional form of a 
college. He does not see that occasional courses of lectures 
may be more adapted to the needs of rather timid, self- 
distrustful adult hearers than the more pompous apparatus 
of a college with which he himself is familiar. He does 
not understand — I am only speaking of the academic 



UNIVERSITY EXTENSION IN ENGLAND. 39 

Philistine — that if you want to spread the love of learning, 
you must arm yourself with weapons which are appropriate 
to the situation. But it consoles him to believe that, if he 
bears with you a few years longer, you will in the end 
make yourself respectable and drop the shabby clothes 
which a well-conducted university is ashamed of seeing on 
any of her children's backs. 

However, in a sense, the Philistine is quite right. We 
should all of us lose heart with University Extension if we 
did not believe that in time it would grow into something 
bigger. And, no doubt, in the end, the University Exten- 
sion College will come. But it will only come gradually. 
A new generation may have to come out of the nursery 
before there will be in any of the smaller English towns a 
sufficiently steady demand for organized higher education 
to make it possible to establish anything so permanent and 
costly as a college. Secondary education, which with us is 
all at sixes and sevens, will have to be reorganized before 
the public seriously takes in hand the no less important 
task of permanently establishing tiigher education for 
adults. In the meantime we are in the ridiculous position 
of spending millions of money on a too clerkly kind of 
elementary education, without taking any trouble to see 
that the children keep up even their interest in book 
learning after they leave the school. But, against the time 
when public opinion will wake up at last to the national 
importance of these questions, University Extension is doing 
a great work. And what its promoters have to do is to keep 
their powder dry : that is to preserve at all costs a staff of 
experienced, stimulating and enthusiastic teachers ; and 
above all, not to get impatient with the day of small things, 
but while missing no opportunities of higher organization 
and new development, never to lose touch with the needs 
of the struggling would-be students, who want a little help 
and much encouragement, but would be repelled and 



40 UNIVERSITY EXTENSION. 

frightened by elaborate schedules of progressive study. 
Somebody said a few years ago that the University Exten- 
sion system was the Salvation Army of education. I 
remember we were rather put out by the remark at the 
time, but there was a grain of truth in it after all. Our 
work lies among those who have hitherto lain outside the 
influences of University life and our task is to win them, 
through their instructive interest in all that is pure and 
noble and of good report in human learning, to a new 
appreciation of the worth of knowledge and a new respect 
for the dignity of laborious self-culture. To do this we 
must never fail to cultivate the missionary spirit — the spirit 
of sympathy — which indeed is the spirit that maketh alive. 

MICHAEL E. SADLER. 
Oxford, July, i8gi. 



AMERICAN WOMEN AND UNIVERSITY 
EXTENSION. 



tl> EFORE attempting to define the position to be taken by 
■^^ the women of this country in regard to the Extension 
of University Teaching, a few words in relation to its 
incipiency may not be amiss. 

University Extension had its origin in the efforts of a 
few large minded and highly cultured Englishmen to extend 
the privileges of university education to all persons who 
aspired to such teaching, and were mentally able to receive 
it, but who were debarred by their occupations as laborers, 
or their sex as women, from obtaining it. A movement 
springing from so wide a philanthropy, seeking, as it were, 
to correct evils and ignorance resulting from ages of injus- 
tice, could not fail to receive popular recognition in so 
enlightened a nation as England. 

It is evident that this liberal impulse comes in philan- 
thropical succession second only to the work of Robert 
Raikes, who started the Sunday-school system among the 
very poor of England in 1781, for the purpose of giving 
instruction, both secular and religious, to the unfortunate 
children, who were unremittingly employed during week- 
days in the mining and manufacturing towns. It is, there- 
fore, quite easy to understand that in explaining University 
Extension to American audiences, the lecturer may often 
be obliged to meet the erroneous impression that University 
Extension also was primarily intended for the industrial 
classes alone. In reality it was intended for all who would 
accept it, being a system, sufficiently Catholic and elastic, 
to meet the demands of all. 



42 UNIVERSITY EXTENSION. 

That women of birth and education were among the 
first to recognize and accept its privileges is attested by the 
large numbers of such women found in the classes that 
sprang into existence, as by the magic of a fairy's wand, at 
the opening of the lectures. These women became eager 
recipients of the knowledge, now so freely dispensed, 
formerly so difficult of access, and with efficiency and 
energy have shown their appreciation of its value to them- 
selves, by co-operating with its generous originators in 
diffusing the system far and wide over England. As mem- 
bers of Local Committees, as active agents in forming 
Students' Associations, as Auxiliary Committees to raise 
funds necessary for defraying the current expenses of the 
lectures, they have been of incalculable assistance. 

The success of University Extension in the mining 
and manufacturing districts, is partly due to the interested 
participation of educated women, who are glad to stand 
as students on the same level with workingmen and women 
in order to obtain the advantages offered to all. As an 
instance, we are told that in a certain course of study the 
best examination was passed by a miner, the second by the 
heiress of a wealthy banker. This remarkable interest 
evinced by the women of England in University Extension 
constrains us to believe that, quite aside .from the grand 
opportunities it affords for philanthropical work in new 
fields of usefulness, the women of America will find in it 
an institution peculiarly appropriate to their own individual 
wants and conditions. For the women of America, like their 
English sisters, live mostly in the home. And however the 
exigencies of modern civilization or the development of 
their powers may open to them new occupations or indus- 
tries, higher education — meaning the training of the mind 
in higher branches of learning that goes regularly forward 
into adult life — will be in the future, as it has been in the 
past, the rule for the men and the exception for the women ; 



AMERICAN WOMEN AND UNIVERSITY EXTENSION, 43-, 

unless, indeed, by this organization of an itinerant method 
of university teaching, higher education can be brought 
to the home, or within its immediate possibility. For,, 
while our modern colleges for women mark an era of im- 
provement and progress unparalleled in the story of human, 
progress, two distinct factors are still at work, keeping all 
but a favored few of our girls from the privileges of college 
life. 

First is the consideration of expense, which is 
important, indeed, in an age that places a higher value 
upon man's than upon woman's work of equal worth ; 
because while it is evidently practicable as a good business 
investment to train highly the faculties of the boys even at 
a large pecuniary sacrifice, the sarne is not always apparent 
in relation to the girls of a family. The other and still 
more weighty factor, bearing most heavily upon those to 
whom money is a secondary thought, is the repugnance 
parents feel toward sending their daughters away from 
home, thus depriving themselves of the society of the girls 
at what promises to be a most charming period of 'life. It 
is true, that this temporary deprivation is repaid a hundred- 
fold by the increased power and self-respect accruing to the 
girl, but the proportion of parents is still small who foresee 
this and who are sufficiently wise and unselfish to make the 
sacrifice. 

In addition, we must remember the great numbers of 
cultivated girls, whose services are demanded in the family, 
before they are fairly out of school by the need of younger 
children and tired mothers, and whose unselfish instincts 
forbid them to leave home. Many a brave girl quietly^ 
wipes away the unseen tear as she sees her brothers pre- 
paring for college life, and perceives that to her the door is 
shut to learning and its pleasant ways. Her school-days are 
over, and if they have taught her anything worth knowings 
she has learned that she has only made a beginning. 



44 UNIVERSITY EXTENSION. 

Can we wonder that to such girls, mothers, wives, and 
unmarried women, who have been such girls, whose mental 
faculties are longing for activity, amid the monotonous 
though pleasant duties of home, the Extension of Uni- 
versity Teaching is an event of tremendous significance ! 
It makes feasible the continuance of an education, inter- 
rupted at the very time when the mind was best prepared 
to receive it. In the diversity of subjects offered, it presents 
opportunity of choice to all varieties of intellectual tastes. 

The amount of work required being optional, more or 
less time and labor may be given to study, according to the 
circumstances, mental habits, or duties of the student. The 
low rate of charge for entrance-fees, brings the various 
courses of instruction within the reach of all, from the 
richest to the poorest, and bids fair to introduce a genuine 
democracy among women, in which only good sense, 
industry and intellect will be conspicuous. 

Much has been said of the benefits from University 
Extension that may accrue to women who have not had 
college training ; but still more is true of its possibilities to 
the young woman who has completed a college course, has 
lived four or five years in an environment of learning and 
culture, and comes home to find, perhaps, that in order to 
be in sympathetic relations with her feminine friends gen- 
erally, dress, servants, teas, games, perchance even gossip, 
must serve her for topics of conversation. Very likely she 
has made good resolutions before leaving college : the part- 
ing words of valued teachers linger in her mind, warning 
her of this change ; but unless she becomes a teacher, or 
adopts some other absorbing mental occupation, she will 
find her intellectual position not only lonely but somewhat 
precarious. She has left college, but she knows her own 
deficiencies far better than when she entered it. The 
absence of intellectual and spiritual ozone in the atmosphere 
of her life is depressing. She would gladly continue her 
studies. But how? 



AMERICAN WOMEN AND UNIVERSITY EXTENSION. 45 

Therefore, beyond all others, our college-bred woman 
must find, in this sending by the universities of their most 
accomplished and capable lecturers to various easily acces- 
sible local centres, a stimulus for herself to continued 
exertion and an aid in elevating the intellectual tone of her 
friends that should impel her to employ all her energies in 
securing its success. 

Probably the greatest boon conferred by University 
Extension on a college girl, will be this elevation of the 
intellectual tone of the neighborhood ; the sympathetic 
interest in matters pertaining to art, science and literature, 
which she will thereby find in her own sex, her mother, her 
sisters, and her friends, who may now all become her fellow 
students. 

One of our ablest exponents of University Extension 
said last spring : 

" The best effect of this system of instruction is, that 
wherever it is adopted, the entire tone of social life under- 
goes a change. At home, in chance meetings on the train, 
at teas and lunches, people talk about the lecture they are 
hearing, the books they are reading, the papers they are 
writing; and planning and organizing for mutual welfare 
take the place of trivialities." 

During the past season we realized how keenly this 
change was enjoyed in this city, especially by cultivated 
women. 

Taking the foregoing suggestions as conceded facts, it 
would seem that had the Extension of University Teaching 
been ordained for v/omen of Ihe well-to-do classes alone, it 
would have been an invaluable assistance to the progress of 
civilization, in substituting aspiration for apathy, earnest- 
ness for triviality and love of instruction for devotion to 
amusement and fashion. But we must remember that to 
the drudging lives of the poor seamstress, the weary mill 
girl, the ever tired mother of a large and struggling family, 



46 UNIVERSITY EXTENSION. 

this same open sesame of knowledge and mental recreation 
is offered, as freely as to the highest woman in the land. 

Therefore, we cannot but confess that the advent of a 
more Christ-like Christianity is involved in this generous 
-giving of instruction to humanity, and we realize that it is 
not alone a highly intellectual, but a grandly spiritual 
movement, in which by the presentation in literature of 
noble ideals of character, the weak may be strengthened 
.against temptation ; by truthful and skilful delineation of 
history, the unvarying order in which nations rise and fall 
may be shown ; by scientific demonstration, the wise and 
immutable laws which govern the universe may be proved. 

It is difficult to say which aspect of University Exten- 
sion should prove most attractive to American women. As 
lovers of art, science and literature, they must enthusiasti- 
cally welcome this new dispensation of learning, by which 
self-culture will be made compatible with home duties. As 
patriotic and generous women, they must hail with deeper 
pleasure a system of instruction which strikes at the roots 
of vice and ignorance, and which promises to solve the 
problem of educating the nation at large, sufficiently to 
insure a continuance of republican institutions. 

As philanthropists, they will find in it more paths of 
benevolent activity. Much of the success of University 
Extension in a given centre depends upon the choice of 
lecturer and subject. These should be selected with a view 
to finding a ground of democratic interest, upon which all 
:may stand. 

Women as a rule are fonder of art and literature than 
men ; perhaps for that reason the sterner realities of life, as 
represented by politics, history and science, would better 
complement their more emotional natures. This and many 
■other questions remain to be proved. One fact is assured : 
as members of local committees, students' associations, 
.advisory boards and lecturers, American women will be fully 



AMERICAN WOMEN AND UNIVERSITY EXTENSION. 47 

represented in University Extension, and in securing its 
success, they will find ample scope for the inteUigence, 
courage, self-denial and generosity, for which they are justly 
celebrated, which as ''The best treated women in the worlds 
they should, manifest in all that pertains vitally to the 
nation's welfare. 

E. L. HEAD. 
-Philadelphia, July, i8gx. 



EXTENSION TEACHING AT BROWN 
UNIVERSITY. 



^N the autumn of 1890 the authorities of Brown Upiver- 

sity commenced courses of University Extension. 
The work was taken up with great enthusiasm by President 
Andrews and some of the professors. Interest in the 
undertaking was very much increased by the visit of Dr. R. 
G. Moulton, who gave one lecture before the university — a 
lecture characterized by his usual brilliant and effective 
style and productive of the enthusiasm that always follows 
his efforts. The formal courses undertaken in Rhode 
Island were four in number : 

First, a course in astronomy by Professor Winslow 
Upton. This course dealt chiefly with the motions of the 
•heavenly bodies, and was attended by thirty persons. 

The second course was by Professor W. W. Bailey in 
botany. Twelve lectures were delivered to thirty pupils, 
and the hearers manifested increasing interest in the suc- 
cessive discourses presented. 

The third course was conducted by Professor Alonzo 
Williams. His lectures — on certain periods of German 
literature — were attended by something over thirty persons, 
including ladies and gentlemen. In connection with this 
course, fuller details of the system of Extension Teaching 
were developed, the pupils receiving lists of books for 
collateral reading and study, and having regular meetings 
with the lecturer for further consultation and criticism upon 
difficult points. 

The fourth course was conducted by Professor Hermon 
C. Bumpus. Its subject was the anatomy of the sense- 
organs, and especially of the eye. While the other courses 
mentioned were conducted in the thriving city of Pawtucket 



EXTENSION TEACHING AT BROWN UNIVERSITY. 49 

(adjoining Providence), this course by Professor Bumpus 
was conducted in the biological laboratory at Brown 
University. Those in attendance, thirty in number, were 
mostly teachers coming from different parts of the State. 
It was distinctly a laboratory course, the pupils being 
instructed in dissecting and in the use of the microscope^ 
At the end of the course examinations were taken by suck 
of the pupils as desired. 

In all these courses, the interest manifested and the 
service done in the stimulation of thought and direction of 
energies, as well as in the communication of knowledge,, 
were most marked. The encouragement offered was so 
great that the government of Brown University is now 
making extensive preparations for decided enlargement of 
this form of teaching for the coming winter. The country 
tributary to Providence offers some great advantages for 
University Extension. Our community is densely popu- 
lated and has many industrial centres not very remote from 
Brown University. Our people are composed largely of 
two classes — excellent both as respects general character 
and appropriateness for this kind of undertaking. There 
are large numbers of most intelligent mechanics engaged 
in work incidental to the fine and varied industries of this 
section. The immense jewelry interests in our neighbor- 
hood employ very large numbers of men and women of a 
high degree of skill and intelligence, and receiving large 
pay ; many of them are truly artists. The fine art-metal 
work of the Gorham Manufacturing Company suggests at 
once a single admirable illustration of an establishment 
requiring a superior class of artisans. Again, in certain of 
the cities and towns gathered about Providence as a centre, 
are in the aggregate large numbers of persons representing 
old New England families, persons at once of high intelli- 
gence, of studious tendencies, and well-to-do financially. 
Such persons are ready and anxious to take up studies 
4 



^O UNIVERSITY EXTENSION. 

appropriate to University Extension, and will be bright and 
critical pupils who will have a most stimulating influence 
upon the lecturers. 

Brown University has definitely started the work for 
the coming year by the appointment of one of its professors 
as Director of University Extension. We refer to Professor 
Wilfred H. Munro, a Rhode Islander by birth, an alumnus 
of Brown University, a gentleman of large experience in 
college teaching and school management, a fine 'writer, 
speaker and teacher, and one who offers the greatest 
promise of conducting his important charge with success. 
Under Dr. Munro's management it is expected that during 
the coming winter there will be a very great increase in 
courses in the various branches of science, philosophy, 
economics, literature and history. 

The details and the exact methods have not yet been 
formulated sufficiently to admit of publication. Enough 
has been said, however, to show that our institution is 
awake to the rich promise in University Extension and will 
not be slow in the future to develop largely its opportunities 
for this region. 

The authorities of Brown University, moreover, 
appreciate the importance of the work done elsewhere and 
the advantages of cordial co-cperation with associated 
branches in other parts of our country. It can hardly be 
doubted that we shall work harmoniously with well- 
digested central and leading organizations so far as out 
circumstances and opportunities admit, and that we shall 
pursue our work in accordance with such methods as efforts 
in other sections of the country have demonstrated to be 
the best — hoping, by our own invention and ingenuity, to 
render them more efficient by adapting them to our special 
conditions. 

JOHN HOWARD APPLETON. 
Brcnvn University, July, i8gi. 



WHAT IS UNIVERSITY EXTENSION? 



P^HERE is a certain inclination on first hearing the phrase 
^^ " University Extension " to think of it as something 
new, as referring to a particular phase of nineteenth century 
progress, if not indeed as belonging only to the last decade. 
As a matter of fact, the idea of this movement antedates 
the foundation of the universities. This idea is simply 
that of the universal right of all men to learning. That it 
should now demand and receive special attention is only 
another example of the old saying that " history repeats 
itself" 

More than a thousand years ago it occurred to the 
mind of a great conqueror that learning was not perhaps 
after all intended to be the exclusive property of the 
monks — that if it was well for the Church that learning 
should flourish in the cloisters, it might be well for the 
State that it should be cultivated by the people. He saw 
that the influence of the priesthood came as much from 
their superior knowledge as from the sanctity of their 
office, and determined that such a factor in civilization 
should not be restricted to the few. The underlying prin- 
ciple of Extension Teaching was in the mind of Charlemagne 
when he invited Alcuin from England to assist in estab- 
lishing schools throughout his realm. The results of their 
joint work were still apparent in France at the time that 
Abelard realized more fully this idea by drawing thousands 
of students from all parts of Europe, and laying the foun- 
dation of the great University of Paris. 

Those who study the rise of universities will see that 
one of the earliest extension movements was that which 
brought learning from the cloisters and gave it an abode 
in a score of famous institutions. 

5* 



52 UNIVERSITY EXTENSION, 

We find another appearance of this idea in the inven- 
tion of printing. The instinctive feehng that all should share 
the mental products of each stimulated the search after 
means proper for this end, and led to an invention, whose 
results were soon as evident as they were far-reaching. 
Where before it was possible for one student to go to 
Oxford or Prague or Padua, it was now possible for a dozen 
to study Aristotle and St. Augustine in the masterpieces 
of Elzevir and of Caxton. The idea that led to the found- 
ing of higher institutions had a fuller realization in the 
wide influence of printed books. Attendance at the uni- 
versities indeed diminished, but the number of those, to 
whom a knowledge of higher things was open, was greatly 
increased. 

The invention of printing, however, affected very sen- 
sibly not only the attendance but the essential character 
of the universities. The great institutions that had been 
founded in the Middle Ages for the people, and often ex- 
pressly for the poorer of the people, became gradually a 
place for the prosperous. It had been the custom formerly 
not only for all classes but for those of all ages to throng 
the lecture-rooms. But when the attendance was exclusively 
of the richer class, there came naturally only the youth, for 
these were at liberty to choose the age best fitted in many 
ways for study. 

As time passed the requirements for entrance and 
graduation became more strict, as was right when the 
students were free to give all their time to academic duties. 
As Mr. Moulton has remarked, there arose thus three natural 
but erroneous ideas in regard to the essential nature of the 
university. Men came to think of the education offered 
there as belonging to a particular class, since it had been 
adapted to those who alone under the changed conditions 
made use of it. The days were over when the most distin- 
guished students of the universities thought it no shame to 



WHAT IS UNIVERSITY EXTENSION? 53 

beg their bread from door to door. If a boy of no means 
went to the university, he found admission only under the 
most humiliating conditions, as servant to the college or to 
bis richer fellows. Sometimes it was possible for those of 
rare ability to get temporary aid from the authorities, and 
finally by their scholarship secure respectful recognition ; 
but this was open only to few. The mass of the people, there- 
fore, looked on the university as the place for the well-to-do 
and intellectual, and as something far removed from their 
daily lives and practical needs. Learning became divorced 
from the ordinary relations of life and no longer seemed a 
necessary or natural possession. 

Again the education of the university was associated 
in the popular mind with the thought of years of continu- 
ous effort, of uninterrupted study. The old conditions 
were changed. Men of all ages and occupations no longer 
devoted what time they could spare from their regular 
labors to the purpose of acquiring knowledge. Only in 
the Scottish universities and at the public courses of the 
Sorbonne and College de France do we occasionally see in 
these days men who have laid down the trowel and the 
plane to take up the note-book and pencil. 

This again is simply an accident in the development 
•of our educational system. It is no more true now than 
formerly that even the busiest man or woman has no time 
for study or cannot profit by occasional opportunities. 
The history of this movement gives conclusive proof of 
the possibilities that may be opened to all and of the eager- 
ness with which these will be seized upon by people under 
the most varied circumstances. 

The third misconception that grew up was the idea of 
university studies as very abstruse and difficult, requiring 
years of arduous preparation. The fact is, however, that 
university education is not necessarily connected with one 
subject more than with another, but is equally applicable to 



54 UNIVERSITY EXTENSION. 

all. The real difference between elementary and higher in- 
struction is not found in the kind of subject or even in the 
comparative advance in the study, but rather in the mode 
of treatment. University education is for adults, and its 
essence is the consideration not of facts, but of their rela- 
tions. For the apprehending of these relations, a long 
course of academic training is a great assistance, but even 
more important than this is a thoughtful bent of mind and 
a store of acquired experience. Here again we appeal to 
the history of Extension Teaching which shows that the 
training of practical life is a great aid in every kind of 
mental acquisition. The benefits of university education 
are reserved for mature minds, but the particular conditions. 
of their growth and development are a matter of secondary 
importance. 

In the light of what has been said, it must be sufficiently 
clear that most of the difficulties suggested by the words 
University Extension are not connected with the essential 
nature of higher institutions, but result rather from their 
variation from the original type. These no longer embody 
the idea of their founders. Learning has been imprisoned 
in a new cloister, from which it needs to be brought. The 
restrictions which hem in advanced instruction are opposed 
to the democratic spirit of our age. This principle of 
equal right to learning will not stop short of a revolution 
which will exert as powerful and lasting an influence as 
those which gave men religious and political liberty. It is 
so essential to human progress that, after having found 
two partial realizations, it now seeks a third which shall 
complete them both — one which shall on the one hand 
recall the universities to their first function of satisfying, 
not individual, but universal longings, of ministering, not to 
one class, but to the people ; and on the other supplement 
the invention of printing which gave the material of knowl- 
edge by teaching the true use of this material. 



WHAT IS UNIVERSITY EXTENSION? 55 

This, then, is University Extension. It is the bringing 
of the university to the people when, under our social and 
economic relations, the people can no longer go to the 
university. The privileges of knowledge shall be no longer 
only for those who are able to satisfy the conditions of aca- 
demic residence, no longer for those alone who can go 
through years of careful preparation and devote additional 
years to the sole occupation of study. Once more, the uni- 
versity was founded for the people, and the aim of this 
movement is to have the people share as largely as may be 
in its benefits. 

GEORGE F. JAMES. 

Philadelphia, July, iSgi. 



WHY TEACHERS SHOULD BE INTERESTED 
IN UNIVERSITY EXTENSION. 



NiVERSiTY Extension as an educational movement 
of the people is necessarily of interest to every indi- 
\ vidual. In a state of society such as ours, there is a solid- 
arity that makes each one closely touched by anything 
that changes the moral, intellectual or physical life of any 
member. Some have thought that Extension Teaching is 
intended only for the poorer classes, who are unable to 
take advantage of our existing schools. If this were so, 
still every man and woman in the country should be at- 
tracted by it. This is, however; not the case. What is 
offered in this movement is for all, and wherever the work 
has been carried on, people from every class, even the most 
cultivated, have shared its benefits. Especially have those 
who are interested in intellectual things been found in 
Extension audiences. The lectures are given by special- 
ists in each field, and are helpful to all who wish a knowl- 
edge of any subject and who feel the need of inspiration 
to study and of guidance in the choice and use of means. 
Naturally, teachers have been an important element in 
these courses, for there is no class so quick to take ad- 
vantage of every opportunity of culture. So plain, indeed, 
has been their interest that courses, both of lectures and for 
home study, have been arranged for them on subjects con- 
nected with their special work. 

The teacher is thus individually interested in this 
movement, both as it affects all through the general nature 
of the work and as it affects himself alone through the 

courses especially adapted to aid him in his profession. 

56 



TEACHERS AND UNIVERSITY EXTENSION. 5/ 

It is not, however, as an individual but as one of a 
great fraternity that the teacher should be most deeply 
interested in this cause, and for two reasons — on account 
of its reflex action on his own position, and on account of 
the responsibilities of that position. 

There has been for years a slow but steady change of 
opinion in regard to the comparative difficulty and impor- 
tance of the teacher's calling. The time has been, and not 
so long since, when every aspiring youth who, after trying 
this or that, showed no aptitude for any particular work, 
who was apparently not fitted for the duties of lawyer, 
doctor or dry-goods clerk, turned naturally to teaching. 
Even now teaching is considered a respectable temporary 
occupation for a young man who has not yet decided to 
what he will devote his abilities, or for the young woman 
who has finished her education and wishes some work with 
which to fill the time between school and married life. 

As has been said, this condition of things is changing. 
Teachers are themselves coming to a clearer idea of the 
true merits of their vocation and are preparing themselves 
carefully for a work which now seems worthy of their best 
and lifelong efforts. In proportion as this consciousness 
spreads among the teaching fraternity, and in proportion 
to their increased fitness, public recognition of the dignity 
of their calling is becoming more universal. The teacher 
never occupied so high a position in popular esteem, he 
was never so well paid in every way as he is to-day. This 
is due partly to the direct personal influence of better 
teachers, but there is another element in the change which 
merits attention. 

If we analyze the ordinary conception of a teacher, 
held twenty years ago, we find in addition to the idea, too 
often just, of his poor preparation and inferior ability, a 
singular indifference to the work he is called upon to do. 
It is natural to think that parents would have been quick 



58 UNIVERSITY EXTENSION. 

to see the great responsibilities of those who had charge 
of their children during a large part of their waking hours 
through successive months. The only adequate explana- 
tion of this indifference is to be found in the relations 
which then existed, and do still exist to a less degree, be- 
tween the common school and the life of the people. 

The average child remained in school only four or five 
years, or at least was so irregular in his attendance that he 
learned no more than could be easily acquired within that 
time. He went out from the school with some knowledge 
of reading, writing and easy computation. How slight 
this knowledge was may be seen in the little reading that 
was and is done by the ordinary man, and in the fact that 
generally the composition of the briefest letter remains 
permanently a laborious and distasteful task. Since the 
common school affected the individual so little, it was only 
to be expected that there should be a low opinion of its 
functions. 

With the improvement of the teachers, however, has 
come an inprovement in the methods of the school. More 
has been accomplished by and for the pupil within the same 
time. These results are apparent in later life, and the man 
who still feels the influence of the school has more esteem 
for the benefits it conferred. ' 

But there is a limit to the possible improvement of 
methods — a limit to what can be gained within the few years 
of school life. It will hardly be practicable under our 
conditions to lengthen materially this period. How, then, 
may this respect be strengthened ? Evidently the influence 
of the school should be aided by favoring circumstances in 
after-life. He who as a boy has learned to read, and to 
read intelligently, should, even in the midst of active affairs, 
be encouraged to keep up the habit and to choose always 
what is really good. The desire for mental occupation 
should be fostered in every way. 



TEACHERS AND UNIVERSITY EXTENSION. 59 

One agency is the public library, which often is^ 
however, an injury rather than a benefit because of the 
uncultivated taste of those who seek from it mere excitement 
instead of healthy interest and growth. The common school 
and the free library alike need and demand a supplementary 
force in order to fulfil their great work. 

Such a force has been found in the Extension move- 
ment. It offers the favoring circumstances that will stim- 
ulate and direct the intellectual life of the people. It is in 
no sense an experiment. Methods of work that had been 
tested in other countries, have been successfully adapted 
to American conditions. Many evidences can be given as to 
the effect in a community of even a single course of lec- 
tures, such as are offered under the auspices of the American 
SocietJ^. We hear from one place that the whole tone of 
conversation has been changed for weeks at a time, from 
another that the demand on the libraries has been increased 
in amount and improved in kind. Men and women, who- 
have thought themselves too busy for anything but their own 
duties, have been surprised to find how much may be accom- 
plished by a persistent employment of odd moments, and 
how far subjects that had been thought of as abstruse and 
almost incomprehensible can be made intelligible even to 
those without special preparation.' 

Every teacher knows that one of the great difficulties 
he has to contend with is the indifference of parents. 
When once these are led to show interest in the studies of 
their children, the effect is immediately apparent in the 
school. Such an influence is exerted by this movement 
which arouses mental life in the community and provokes 
an interest in everything connected with knowledge. 
Thus the teacher's work is made easier at the time and 
more permanent in its results. 

Again, the higher respect which is shown the teacher 
and his vocation is due to the gradual weakening of that 



60 UNIVERSITY EXTENSION. 

merely material view of life which has been so long char- 
acteristic of American society. Wherever there is appre- 
ciation of intellectual pleasures we find increased consider- 
ation for all who have sacrificed material success in their 
desire and striving for higher things. 

In its influence on the teachers' position, University 
Extension has, then, a double claim as directly aiding 
and supplementing their work and giving them greater 
appreciation from the public, and as affecting public opin- 
ion by resisting the bread-and-butter spirit of the time 
and bringing intellectual employments into higher repute. 

The second point, in reference to the responsibilities 
implied in the teacher's calling, is even more important. 
As the teacher comes to occupy a more influential position 
in the community, as he has greater opportunities of 
moulding public opinion, his duty toward every good work 
is proportionately increased. Ours may fairly be con- 
sidered the opening of a new era, which shall be called that 
of education. To the teacher belongs the future. There 
are a thousand signs of it on every hand. No subjects are 
even now of such vital interest to the nation as those 
with which he has to do. Our daily papers are quick to 
take up and discuss the slightest change in the school sys- 
tem. Leading magazines are devoting more and more 
space to the educational topics, which are seen to interest 
thousands of readers. The names of leading school men 
are becoming household words. Hundreds that could not 
tell who is Mayor of Boston or even Governor of Massa- 
chusetts are familiar with the name of Eliot. On any great 
occasion men now turn instinctively for a leader to one who 
has a reputation in this field. How often has Provost Pepper 
been the representative of the city of. Philadelphia, not only 
on account of his distinguished grace and pleasing address, 
but because he is the recognized and influential head of 
one of the greatest educational institutions of the land I 



TEACHERS AND UNIVERSITY EXTENSION. 6 1 

This is an irresistible force which, as the result of years 
of patient toil on the part of all at work in education, is 
bringing honor where honor has long been due. The posi- 
tion of a teacher is henceforth fixed. He needs only to 
continue worthy to have his part in this magnificent in- 
heritance. With increase of honor comes, however, in- 
crease of duty. Every movement which aims at the hap- 
piness and welfare of the people, has the right to claim the 
hearty sympathy and co-operation of the entire body of 
teachers. It is not even for the latter to wait until the ad- 
vantages of any work be forcibly impressed upon them. 
They should be quick to see whatever promises to be widely 
beneficial and ever aid it with all their power. 

Especially great is their duty toward any educational 
movement. When any advance in this field is proposed, 
the teachers in every community are the ones who largely 
decide whether it is to be made. .They have a peculiar 
responsibility in the consideration of any change within 
their own profession, and should weigh carefully the possi- 
ble benefits of every new step. 

That University Extension is a work which merits 
their cordial support, cannot be doubted in the light of 
wh^t it has already accomplished. The appeal is there- 
fore made confidently to teachers as individuals and as 
members of a great profession to throw their influence on 
its side. It has been said that the success of this move- 
ment is certain in any place where one person is earnestly 
desirous of its advancement. If the teachers of this coun- 
try resolve to do what they can, and if each one will make 
himself a missionary of the cause, its future is doubly as- 
sured. 

GEORGE F. JAMES. 
Philadelphia July, i8gi. 



NOTES. 

Since the close of last season centres have been established in connection 
•with the Philadelphia Branch at Conshohocken, Wayne and Bryn Mawr in 
Pennsylvania and in Burlington, N. J. Many others are forming in Philadel- 
phia and its suburbs, as well as in other parts of Pennsylvania and in Delaware 
and New Jersey. 

Some of the most interesting newspaper articles on Extension Teaching, 
notably those in the Chicago Inter- Ocean and the New Orleans Times-Demo- 
crat, are from the pen of Miss Lilian Whiting, editor of the Boston Budget. 
In the columns of her own journal Miss Whiting has made very helpful 
suggestions on the development of the work. 

. The August number of the Oxford University Extension Gazette has a 
paper on " The Universities and University Extension," which quotes largely 
from the inaugural address of President Gates of Amherst. The friendly 
warning of that address is mentioned as one of the many lessons that England 
has learned from America in the development of the system. 

On July 29th a strong appeal in behalf of University Extension was made 
by Dr. Asa Dalton to the Maine Chautauqua Union at Fryeburg, Maine. The 
:same movement was the subject of an address on August 6th before the Sea- 
side Assembly at Avon-by-tlre-Sea, N. J. The address was made by George 
Francis James and was followed by a keen discussion of the system of Exten- 
sion Teaching. The faculties of half a dozen colleges were represented and 
the sentiment in favor of the movement was all but unanimous. 

The leading paper of this issue of University Extension is by the Secre- 
tary to the Oxford Delegacy, Michael E. Sadler. The efficiency of the Oxford 
movement in Extension Teaching has been largely due to his talent for organ- 
izing and his versatility in the adaption of means to ends. One of the best 
sources of information as to the work in England is the volume entitled, 
" University Extension; Has it a Future?" written by Mr. Sadler in connec- 
tion with H. J. Mackinder, Staff Lecturer to the Oxford University Extension. 

Our Canadian neighbors are apparently more influenced by the results of 
one year's work in America than by the record of twenty years of Extension 
Teaching in England. Inquiries and reports of progress are coming from 
many of the provinces, all indicating the spread of this idea consequent on the 
agitation in the United States. Hearty co-operation will be hastened through 
the consideration of this subject by the National Educational Association at 
the Toronto meeting. Dr. H. B. Adams gave an address on that occasion and 
the discussion was led by Dr. E. J. James, President of the American Society. 

Among those who have joined the American Society since our last issue 
are Hon. William C. Endicott, Miss Frances Willard, Rt. Rev. Leighton 
Coleman, Bishop of Delaware, Edmund Clarence Stedman, President Reed, 
of Dickinson College, President Gatch, of the University of Washington, Prof. 
C.'T. Winchester, of Wesleyan University, President Strong, of Carleton 
62 



THOUGHTS ON UNIVERSITY EXTENSION. 63 

■College, President William H. Black, Supt. Sabin, of Iowa, Congressman 
John E. Reyburn, Editor John Brisben Walker, of the Cosmopolitan, Prof. 
S. r. Osborn, of Columbia, Elizabeth C. Agassiz and Major A. A. WoodhuU. 

The South- Western University Extension Journal is published quarterly 
at Exeter, England, by the South-Western Association. In a recent number the 
editor takes decided ground in reference to the necessity and advisability of 
State aid. Until recently this idea was strange to the promoters of this work, 
but now it has been accepted by all with the single exception of the London 
Society. In England public appropriations have been made so far by the 
County Councils from the proceeds (^3,500,000) of the Local Taxation Act. 
The County of Devon made this year the first move in this direction and the 
experiment has been so successful that over a thousand lectures are already 
arranged for next year from the Oxford staff alone. As many courses have 
been engaged from the Cambridge Syndicate, it will be seen how widely the 
County Councils are availing themselves of the opportunities offered in Exten- 
sion work. In accordance with the established principles of the County 
Councils these courses are all in the line of technical and scientific instruction. 

The University Extension movement has been aptly compared to the 
•" itinerant" feature of* the Methodist denomination. Mr. Talcott Williams, 
whose influence has been so favorably felt in the work, notices in this connec- 
tion that one of the pioneers of Extension- Teaching, Mr. R. G. Moulton, is 
himself the son of a Methodist preacher. This suggests the fact that the 
greatest results in popular education in America which have been so far 
achieved, have been gained by one of the bishops of this denomination. No 
one can think of the education of the adult masses of our population without 
appreciating the influence of the Chautauquan organization. Dr. Vincent has 
accomplished great things in developing the idea of Home Study, and has 
made further progress in this general direction vastly easier. The key-note of 
future effort was struck at the Paoli Meeting of the W. C. T. U. on August 1st. 
George Francis James led a Round Table on the joint subject of University 
Extension and the Chautauqua movement, and Superintendent Walton 
announced the purpose of the new association formed there, as "the promotion 
of Chautauqua reading in the home and the establishment of University Exten- 
sion centres in the villages and towns." Mr. Willis Boughton, the newly 
appointed secretary of the Philadelphia branch, gave a very effective talk on 
the entire harmony of the two movements and the results that may fairly be 
expected from united action. 



THOUGHTS ON UNIVERSITY EXTENSION. 

" The movement for University Extension marks the progress of the 
democratic ideal in education." — Nation. 

" The development of this University Extension movement and its extra- 
ordinary success, are the most significant facts in the modern history of educa- 
tion." — George William Curtis. 

" In my opinion it is fully time that the Universities of the country take 
up the work of University Extension. I do not think there was ever a time 
when it was so important as now." — -Hon. W. T. Harris, Commissioner of 
Education. 



64 UNIVERSITY EXTENSION. 

" I have the honor to accept membership in the Council of the American 
Society for the Extension of University Teaching. It seems to me the plan 
has a sound pedagogical basis, and that the method is good. I shall be very 
glad to be of any service in my power." — Col. Wm. Preston Johnston, 
President Tulane University. 

." University Extension will be justified in proportion as it brings not 
university studies alone within the reach of the people, but a perception of 
University standards and methods and aims. The pursuit of knowledge for 
its own sake, is the keynote of the work, and in the insistance upon that and 
upon scholarly standards University Extension finds its field." — Boston Tran- 
script. 

" One of the most gratifying recent experiments in University Extension 
in America has been in the city of Philadelphia, under the auspices of The 
American Society for the Extension of University Teaching. Individual or 
partial attempts had previously been made here and there in the United States, 
but Philadelphia deserves the credit of really establishing University Extension 
in a thorough and systematic way, \yhich promises to be of practical service to 
the whole country." — H. B. Adams in July Forum. 

" University Extension will cost money, but a wonderfully small amount 
compared to the results achieved. The cost of a single University as the 
Leland Stanford, for example, would be sufficient to endow the university for 
the people of the whole country. There is no lack either of wealth or public 
spirit in America. Once let the value and importance of the work of Uni- 
versity Extension be known to the men who control fortunes, and there will be 
no lack of funds for its development." — Albany Journal. 

" I believe that with the rise and growth of University Extension will 
come a higher and a better and a nobler life for all our people. It will reach 
all the schools ; it will reach the workshop ; it will reach every class and con- 
dition of the community ; and while we grow rich and strong and powerful 
with our manufactures, we will grow intellectual and humane, and have aspira- 
tions after those higher and better things, which, after all, must become the 
abiding life of every people." — jAMES MacAlister, President of the Drexel 
Institute, 



University Extension. 



UNIVERSITY EXTENSION IN THE SOUTH.. 



^^HE movement for the extension of university educatiorr 
^^ meets my heartiest approbation and sympathy. In 
certain localities, and under favorable conditions, it will do 
much good. We have every reason to hope that it will 
accomplish excellent results in the hands of the rich and 
powerful universities which inaugurated it in Pennsylvania 
and New York, and, indeed, wherever a dense and intelli- 
gent population, collected in towns and villages, is readily 
accessible by quick transportation to the missionaries from 
the centres of intellectual illumination. Other institutions, 
less fortunately placed, may have to proceed more cautiously, 
and with smaller outcome from their efforts. 

The salient features of the movement are now pretty 
well understood, and it will not be necessary here to enter 
on any extensive discussion of its principles and merits. It 
may not be out of place, however, to mention a few of 
these that especially claim our attention. As the chief 
object of education is to learn how to think aright, a large 
part of the process must be self-conducted. From tbis 
point of view some persons have even magnified a great 
library into the true university. 

Of course the trained student does, at a certain period, 
reach a point where he finds better teachers in masterful 
books than in ordinary men ; but he can never wisely dis- 
pense with the intellectual collision of other men's minds. 
The fundamental thing in education is a teacher and a body 
of disciples. To attain the best results, the teacher must 
be able, and the disciples eager for truth. For though a 
5 '5 



66 UNIVERSITY EXTENSION. 

Strong book be a good thing, yet it is but a tool after all, 
not a teacher ; too often, indeed, it is a mere fetich. It is 
only in the hands of those trained to use them that books 
have their full value. They serve their master only ; to 
others they carry very crooked messages — this or that. 

In the personality of the teacher is more than half his 
strength. His method may be good or bad, but his power 
is through inspiration. It is in the quickening of the spirit 
that force chiefly is felt, and the human clod glows and fuses 
and is transformed. A man, with his voice, his eyes, his 
electric thought, is the greatest teacher of rhan. In this 
fact we find the power of the pulpit, the hustings, the forum, 
the tribune ; and in this we find the justification of the public 
lecture. 

But education, to which inspiration is the breath of life, 
needs, in order to live that life, an evolution which comes 
through a habit of thought, through the unfolding of the 
reason, the growth of the soul, else why rituals, ceremonials, 
paraphernalia, all the props and pageantry of Church and 
State ? Act, repetition, habit, conduct, character, consum- 
mation, this is the series ; and training is the mode of evolu- 
tion. Now it is just in this that the mere lecture system 
has evinced its chief defect, and hence has fallen short of 
best results. It has done much, achieved much, through 
inspiration, through the kindling of thought, through indi- 
rect latent processes coming out in remote effects ; but its 
successes are exceptional. In the masses of the audiences 
that have listened to the best lectures, amusement, or emo- 
tion, was the only result ; the reason was scarcely touched. 
Even in the mere matter of information, the hearers often 
gained only the crudest, or most fallacious, conceptions of 
the speaker's meaning. It was not in his power to note, or 
correct, their extraordinary mistakes as he developed his 
own thought. I recollect that in my youth a shop-keeper 
who had been attending the lectures of that able astronomer, 



UNIVERSITY EXTENSION IN THE SOUTH. 6/ 

Professor Ormsby Mitchell, seriously explained to me 
that the orbit of the earth cut the figure 8 in going around 
the sun and moon. 

As a rule the audience merely accepted what they 
heard, but did not assimilate the information, because they 
did not think it out. It went in one ear and came out of 
the other. Like " the seed that fell upon stony places, 
where they had not much earth," the facts and thoughts, 
" because they had no root, withered away." This was the 
radical defect of the public lecture system, crippling its 
usefulness and dwarfing its benefits. If the public lecture 
embraced all there is in the movement for the extension of 
university teaching, it would soon be accounted an old 
story ; but, while adopting it, the new system has added to 
and engrafted upon the lecture a good practical method 
that compels the listener to take account of what he has 
heard, and, by self-inquiry as to the subject matter, in some 
fashion to define and formulate his knowledge, and in the 
end to verify and correct it through the teacher's criticism. 

To those who faithfully carry out this plan, it will be, 
without doubt, a partial education. Many practical diffi- 
culties suggest themselves to the mind ; but a weekly 
symposium, though at best but a half loaf, is not to be 
despised, if the bread be leavened with a right leaven. 

But even for the mere listeners who do not pursue 
their studies fully, who " stand and wait," it is a great 
improvement on the lecture pure and simple. The mental 
exercise of following and observing the intellectual athletics 
of lecturer and pupils will serve as a stimulus to thought, 
and the teacher's correction of the errors of the more 
zealous students will serve a like purpose for the mere 
hearers. Hence we must conclude that University Exten- 
sion will prove a powerful impulse to literary and intel- 
lectual activity in a certain class of people, a most desirable 
consummation. 



6S UNIVERSITY EXTENSION. 

It has seemed to me that the advocates of University- 
Extension may lose ground, however, by claiming too 
much. This is the great danger in all movements where 
enthusiasm is the motive power. If held up as an equiva- 
lent, or substitute, for university education it will lead to 
disappointment and disaster among those whom it should 
benefit. Yet the title Extension of University Teaching 
does give color to an erroneous view of the extent and* 
limitations of the system, which should be duly understood 
and noted. The difference is radical, fundamental ; not to 
recognize it can lead to mischief only. 

The subject matter of education is information, the 
knowledge of things; its method is training, intellectual 
discipline; its aim, the self-conscious freedom of human 
thought, the co-ordination of reason and will. The univer- 
sity proper, in the fulfillment of its highest functions, sets 
the capital to this stately column. Before it lays its liberal 
hand to the task, the shaft should have risen by slow 
degrees through the toil of the builder. The information 
contained in books should have been imparted ; and the 
training of the school and college, each in its degree, should 
have uplifted the youthful mind upon a sure foundation. 
Thorough mental discipline is an essential condition and 
preliminary of real university work. This is necessary for 
an entrance on that career of self-dependence in which the 
university student, with self-reliant purpose, seeks culture 
or the ultimate forms of knowledge by independent 
research. 

The basis of college teaching should be broad, ample 
and expansive, training all the faculties by exercise and 
discipline ; but the trend of the university is ever 
upward, not outward, and its methods must be intensive 
and aspiring. True university education is concerned, 
therefore, with a body of trained thinkers, whose maia 
object is growth aftd progress in the intellectual life. 



UNIVERSITY EXTENSION IN THE SOUTH. 69 

On the other hand, the Extension movement deals 
with the general public, with persons for the most part 
untrained, but actuated by a w^holesome desire for knowl- 
edge, and willing to supplement defects in their previous 
education by wisely dedicating a part of their leisure time — 
a respite from business or ransomed from idle amusements 
— to higher and better things. As a rule they have 
mastered the primary, and more or less of the secondary, 
education, have acquired a certain fund of useful informa- 
tion, and are animated by a desire for improvement. These 
constitute favorable conditions for intellectual advancement, 
and, properly treated, should bear fruit. But it is plain that 
the body of students, gathered occasionally for partial 
courses of study, necessarily somewhat superficial because 
popular in character, differ totally from a university corps 
in kind and degree of training and in extent and thorough- 
ness of knowledge. They are as unlike as the novice 
to the all-round athlete, or as volunteer militia to soldiers 
who in barrack and camp and battlefield have tried all the 
edges of military life and proved their own mettle. 

Again, while the Extension affords agreeable and use- 
ful excursions into the fields of thought, the University is 
for the time the very life of its members. Its atmosphere of 
thought, which is their environment, the constant pressure 
and reaction of mind upon mind in professor and student, 
and the sympathetic glow of companionship and the frater- 
nal pursuit of a common end by fellow-students constitute 
a round of existence not elsewhere found. 

In solitary study, or occasional instruction, these in- 
citements are lacking; and, moreover, errors in thought 
abide in the mind, which would be duly corrected in a band 
of quick-thinking and free-spoken university men. In a 
word, university education is one thing, and the Extension 
is another ; and it would seem that the title of the latter, 
as it tends to confusion, is a misnomer, and, unless care- 



70 UNIVERSITY EXTENSION. 

fully guarded against, may lead to unfortunate mistakes 
and educational failures. 

But even though the name " Extension of University 
Teaching" be admitted to be misleading, are we to con- 
clude hence that the movement is to be contemned ? By 
no means. What has been already stated sufficiently 
evinces that it is a valuable adjunct, and in its own way an 
extension of popular education, lifting its plane and extend- 
ing its area. We cannot help, therefore, encouraging and 
commending it. But if it be not an extension of univer- 
sity teaching how are we to justify the university for under- 
taking it? To me it seems that the question of how far it 
falls within the sphere of university effort is rather one of 
practical expediency than of logical consistency. 

The great realm of education has, it is true, its pro- 
vinces and divisions, to each of which is assigned its appro- 
priate tasks. The public and private schools accomplish 
the primary and most of the secondary education. The 
academies and colleges should complete the gymnastic 
studies of the learner. But, practically, they do not, and 
the universities, under the influence of their traditions and 
growth of their historical development, have reached over 
into this border-land and taken up work that logically 
belongs to a lower plane. Harvard and Yale even have not 
forgotten that they have been colleges, and still do college 
work in a college way ; Johns Hopkms has its academic 
annex, or college ''epartment; the University of Virginia 
has no standand of admission, matriculating students with- 
out an entrance examination whereby High School " chips " 
pass current as University coin in the academic world. 
Until the great American universities cease to do college 
— /. e. gymnasium — work, except in a distinctly lower 
department, they cannot arrogate to themselves any 
Brahminic exclusiveness of function ; nor need we be too 
particular as to the kind and degree of educational work 



UNIVERSITY EXTENSION IN THE SOUTH. 7 1 

fostered or undertaken if it be assuredly useful. Such 
usefulness is sufficient apology for much of the work done 
by a university not strictly cognate to its primary purposes. 
The most important functions of a university are the conser- 
vation and transmission of knowledge and the training of a 
select body of students who shall maintain its traditions. 
To these must be added the privilege and duty of research 
and discovery, the augmentation of the body of knowl- 
edge. 

But it is, or should be, also, a centre of illumination, 
whose rays penetrate to the obscurest nook and corner 
where ignorance crouches and hides. Its esoteric teach- 
ings are not intended to create a caste of learned pundits, 
but to equip a corps of laborers as ministers of humanity. 
And where other educational agencies fall short, or fail, it 
should, to the extent of its powers, supply their defects; 
and all its efforts should aim to raise the general level 
of education by its indirect influences, when possible, by 
its direct agencies when necessary. It is from this last 
point of view that I consider the able and energetic inaug- 
uration of University Extension by the University of 
Pennsylvania not only a praiseworthy, but a memorable 
event in the history of American education. 

It was in recognition of this principle, but with 
entirely inadequate means, that the authorities of Tulane 
University, at its organization some seven years ago, began 
in New Orleans a form of University Extension which has 
proved of inestimable value to the people of that city. 
Courses of free public lectures were established which have 
grown in favor until their influence is felt in every social 
circle, and the unorganized culture and intellectual aspira- 
tions of the city have developed into permanent and vigor- 
ous forms around the University as a centre. A free 
reading-room, a free museum and an incipient art-gallery 
were thrown open and have aided the good work. But 



72 UNIVERSITY EXTENSION. 

the most far-reaching and systematic effort at Extension 
was the estabHshment of free classes of drawing and 
industrial art. These have been taught in night-classes 
four times a week and day-classes on Saturdays for nearly 
six months in each year. More than 3,500 students have 
been enrolled, and, allowing for double counting in classes, 
more than 2,000 individuals have received instruction. 
Some 1,200 have finished their classes, and many have 
gone on to a high degree of proficiency in architecture, 
' art-decoration, clay-modelling and wood-carving. All the 
public school teachers attended these free classes in 
drawing, and their increased knowledge and skill have 
widened the range of instruction to all the school children 
of the city. 

The administrators of Tulane University felt justified 
in thus stepping beyond the narrow verge of strict univer- 
sity education, because this teaching created an atmos- 
phere of art and aesthetic training in New Orleans, and 
aided in organizing a clientelle of students properly 
equipped for collegiate work, in which the city was lament- 
ably deficient. They only wished that their means were 
adequate to make this and similar aids to education as 
efficient as they should be. As it is, we will do what we 
can. It is in such intentions and efforts that the University 
of Pennsylvania and other powerful institutions will find an 
additional justification for further and more expansive 
undertakings in this direction. 

Finally, I come to the practical difficulty of doing in 
Louisiana and other Southern States just what is being 
easily accomplished at the North. Our population is 
sparser and poorer ; our towns smaller and further apart, 
less accessible by railroad, and not so well organized for 
vsuch undertakings ; while our universities and colleges are 
not so well endowed as to furnish unremunerated instruc- 
tion. It would not be possible for a university professor — 



UNIVERSITY EXTENSION IN THE SOUTH. 73 

always a fully-employed man with us — to leave his regular 
duties and engage in this work without neglect of his 
classes and other duties. To carry on such a scheme 
successfully would require supernumerary instructors — and 
only men of approved ability would be acceptable — and to 
pay these a special fund would be required. 

As yet the evidences of enthusiasm for education 
shown in generous gifts by the rich men of New Orleans 
have not been such as to encourage us greatly in the hope 
of immediate extended usefulness ; but there must be 
somewhere somebody anxious to do this and other good 
works for our people, and we are patiently awaiting his 
coming. 

In the meantime we wish our more fortunate brethren 
God-speed, and promise to do what we can as fortune 
affords us the opportunity. 

WM. PRESTON JOHNSTON. 



THE INFLUENCE OF UNIVERSITY EXTENSION 
UPON THE UNIVERSITIES. 



^^HE Opposition to University Extension has been mainly 
^-^ confined thus far to those who, while professing sym- 
pathy with the object aimed at, the spread of higher educa- 
tion among the people, have believed that both lecturers 
and students are 'apt to exaggerate the benefit really 
obtained, that the tendency to exalt the courses into an 
equivalence with those offered in established colleges is 
unavoidable and that as a result, the whole cause of higher 
education suffers. These objections have been very fully 
and satisfactorily met wherever offered, and it cannot be 
said that the progress of University Extension has been 
seriously hindered by opposition on such grounds. More 
recently, however, a criticism of a vital character has been 
urged. It is claimed that the American University itself is 
passing through a critical period of its development, that 
unless its growth into an institution more in harmony with 
the highest educational demands of the country and more 
nearly on the level which has been attained by those of 
certain countries of Europe be favored by the concentration 
to that end of every available agency, whether of endow- 
ment or of organizing power, it will fail to reach this level 
as it otherwise might in our own day. It is claimed that 
the greater part of whatever attention is given to University 
Extension is necessarily withdrawn from university up- 
building, that there is danger that " if we devote our energies 
to the Extension of University teaching we may find in the 
end that we shall have little that is worth while to extend.'* 



UNIVERSITY EXTENSION AND THE UNIVERSITIES. 75 

There is no evading the issue thus presented. If uni- 
versity extension is incompatible with university intension 
or strengthening, it is a dangerous system. The question 
is, however, a part of a more general question, which in the 
agitation for University Extension has been largely ignored, 
viz., the influence which this kind of work has upon the 
institution which initiates and encourages it. The effects 
upon the communities, upon the various classes of society, 
and even upon the body of lecturers, have been more or 
less fully described, but the effect upon the institution itself 
has nowhere been adequately discussed. 

In attempting to determine whether or not there is 
ground to fear the evil results indicated, it will be well to 
distinguish the college and university in which an increased 
endowment and an increased number of students are earn- 
estly desired, from the few richly endowed institutions in 
which the lack of students, if it exists, is not especially 
deplored. The interests of the two in relation to the 
Extension movement may coincide, but still be found to 
rest upon somewhat different grounds. 

The first need of the average institution is for money. 
The immediate demand may be for buildings, library appa- 
ratus, increased teaching force, or endowed scholarships, 
but in any case it may be resolved into that ever present 
and ever justifiable need for increased endowment. The 
source from which it can be obtained may likewise be re- 
duced to one — the pocket of the individual citizen. He 
may give it direct to the educational institution, he may 
contribute with others to a church educational collection, 
or he may vote it through his representative in the Legisla- 
ture. It comes to the same thing in the end. Whether it 
shall be given depends ultimately upon the free volition of 
the individual. The second need of the university considered 
as organized and in working condition, is for students. 
They must come from the homes. Whether the homes of 



"J^ UNIVERSITY EXTENSION. 

a particular community shall furnish college students de- 
pends to a limited extent upon its material wealth, to a 
more limited extent upon the direct agitation of college 
agents or friends, but to a very great extent upon the 
college traditions, the college sentiment which has been 
implanted in the course of succeeding generations. The 
ordinary boy remains without a college education because 
the idea has never entered his head that it would be suffi- 
ciently to his advantage to justify the necessary effort to 
secure it. The ordinary family neglects to send the 
daughter or son to college because of the fact that at no 
time has the attention of the family been fixed upon the 
subjects studied in a college course. The whole set of 
ideas connected in the minds of educated people with that 
of university or college study is utterly foreign to the 
minds of the great majority of the people. This is a hard 
saying, perhaps, but its truth is difficult to realize only for 
the man who is ignorant of the life of the people as distin- 
guished from that of the aristocracy of the schools, if by 
that term I may designate the class of persons who come 
into contact with few save scholars and students, and with 
these only in a professional way. The problem, then, for 
the great majority of the colleges and universities, including 
even most of those which have an honorable record in the 
educational history of the country, is two-fold: how to place 
in the hands of educational agencies an amount of money 
more nearly adequate to meet the just demands upon them, 
how to place an increased number of young men and women, 
the raw material of the country's most valuable product, 
under educational influences. 

A large part of the energies of the presidents of the 
educational institutions and of the heads of departments is 
devoted to the solution of one or both these problems. 
After temporary expedients are exhausted it will be recog- 
nized by thinking persons that the main reliance must be 



UNIVERSITY EXTENSION AND THE UNIVERSITIES. 77 

upon systematic effort to create and strengthen this college 
sentiment to which reference has been made ; and if the 
best as well as the average mind is to be attracted the 
agitation must be not in the interest of specific institutions, 
not in behalf of particular schemes of instruction, but in 
behalf of the higher education itself. Interest must be 
aroused not in books, nor in men, nor in institutions, but 
in science, in literature, in the subjects with which the 
higher education has to do. A time comes, doubtless, when 
the individual man of wealth may well have his attention 
called to the needs of some particular college, or to an 
opportunity to accomplish a particular educational object 
but long before and far more persistently should the lesson 
of the real value of the education itself and of the tangible 
results which contact with it brings to the student be taught 
to every community. So the time comes for advising the 
young man to enter college, if circumstances justfy that 
course, but no response may be expected from the average 
community, unless the families composing it have been 
already represented in college halls, or have learned by 
some means that it would have been well for them to have 
known more of the higher things of life. 

The popular catchword of the movement, indicative 
of its missionary spirit, — where the people cannot go to the 
university, the university will go to the people — may be 
adapted to exhibit also the practical advantage which the 
university will gain. The university will go to the people 
in order that the people may go to the university. The 
immense labor involved in extension lecturing, will be freely 
undertaken in order that the message of the university need 
not be carried to the people solely through the imperfect 
medium of printed announcements or the uncertain and at 
times misleading, even if enthusiastic, commencement occa- 
sion. The message is one of invitation to young men to 
invest their time, and to men intrusted with wealth to invest 



^8 UNIVERSITY EXTENSION. 

that also in a business which brings safer and surer returns 
than any other of like magnitude and importance. 

This then is the first reason why the universities should 
welcome the extension of such teaching beyond their own 
class-rooms : that their own efficiency and, indeed, their 
very existence is dependent upon the popular interest in 
educational subjects, and the popular thirst for knowledge, 
and that among the available agencies for cultivating this 
interest and directing the people to the sources whence may 
come means for satisfying this thirst, none equals the great 
popular movement known as University Extension. 

But there are other effects upon the educational insti- 
tutions which may naturally be expected to follow from 
active participation in the movement. It is true that the 
higher educational system of the country is being rapidly 
remodelled. At its present stage of development there are 
scarcely any general principles governing the formation of 
the curriculum itself which are everywhere recognized as of 
binding force. Even in the largest universities there is 
indecision within the governing bodies on the most vital 
points. In other institutions on which the popular eye is 
not fixed with so much attention there is little to prevent 
radical changes on the most trivial grounds, or on the other 
hand a yielding to conservative influences long after the 
conditions call imperatively for change. The question 
arises whether there is in fact no general principle in ac- 
cordance with which changes may be made when needed 
with some certainty that they will not prove disastrous. 

This ultimate test may be found in the extent to which 
such changes are adapted to the social and educational 
environment, the extent to which they meet clearly recog- 
nized educational needs. The untested speculations of an 
educational organizer may be shrewd, but before being em- 
bodied in university legislation they should be submitted 
frankly to the people, by whom they must finally be judged. 



UNIVERSITY EXTENSION AND THE UNIVERSITIES. 79 

Skill in anticipating and if necessary influencing their ver- 
dict is one of the elements essential to his success. Not 
only may broad lines of policy be allowed to shape them- 
selves in University Extension teaching to advantage, but 
new branches of study, and new combinations of old 
branches may be tested here with a freedom that the more 
permanent courses of an established university will not 
admit. The individual lecturer may find greater opportunity 
to look upon all phases of his general subject and may 
decide more correctly after a more thorough investiga- 
tion on what particular portions it will be advisable for 
him to concentrate his own energy. The second point which 
is here made for University Extension is that it furnishes 
an invaluable means of establishing tentative courses, of 
testing without serious risk the advisability of introducing 
new features into the university itself. This consideration 
applies with peculiar force to the great universities which 
are so situated that they can act as pioneers in the reorgan- 
ization of the educational system. 

Attention is invited in the third place to the fact that 
education is to become, if it is not already, an organized 
unit. A more perfect unit because its parts are clearly dif- 
ferentiated. In this scheme, higher or university education, 
in which I include all teaching not of the elementary grade, 
will have its recognized place independent of its connection 
with educational centres. In an address before the American 
Society in November of last year, when the movement was 
organized, Mr. Moulton went so far as to declare that uni- 
versity teaching has nothing to do with universities, that is, 
that it has no necessary connection with them. University 
teaching must be judged by its purposes, that of advancing 
the domain of science, and of giving to a very large body 
of learners the concrete results of scientific investigation. 
The second of these two aims is not inconsistent with the 



80 UNIVERSITY EXTENSION. 

first. Without the teaching the investigation must be crip- 
pled. They are two parts of the one unit. What extends 
the teaching, so that it be true teaching and not a sham, 
strengthens the work of the scientific investigator. The posi- 
tion of the latter becomes dignified in so far as the efforts 
of the teacher to interest the people generally in the subjects 
investigated cause their recognition of his services to be 
expressed by financial remuneration and the more precious 
reward of avowed respect for his calling. Not jealousy, 
nor suspicion, nor indifference should mark the relations 
between the university professors and instructors and the 
other branch of university teachers to which they both will 
belong, but encouragement, support and sympathy. The 
extension secretary and lecturer will bring back to the 
university a store of knowledge and experience which it 
has at times given painful evidence of needing. They will 
tap sources of income of which the university authorities 
were ignorant. They will do much for the communities — 
of that it is not my purpose to speak — but if the real 
demands of our higher educational life be considered in its 
broadest scope it will be found that the work of the exten- 
sion societies will do even more for the educational institu- 
tions. This final argument for University Extension from 
the standpoint of those interested in higher educational 
instruction may be briefly restated as follows : 

The educational system, as a whole, includes the work 
of the colleges and universities, but it already includes 
much more. As it is carried nearer to an ideal system it 
will take on new features, some associated with its higher, 
some with its elementary phases. So soon as these have 
demonstrated their utility by strengthening the educational 
work at any vital point they should be embraced in the 
educational scheme without dissent. If their continued 
success is dependent on the support of older educational 
agencies that support should be ungrudgingly given. The 



UNIVERSITY EXTENSION AND THE UNIVERSITIES. 8 1 

success of University Extension is due to the good-will of 
the universities. Its future success is contingent on the 
continuance and strengthening of that good will. But the 
returns to the cause of higher education are great. If the 
position here taken is sound, University Extension, instead 
of becoming an obstacle to the development of the univer- 
sity, will prove an important factor in that development. 
Those who have at heart the interests of that cause will 
welcome the ultimate spread of University Extension to* 
every portion of this country. 

EDWARD T. DEVINE. 



THE UNIT COURSE. 



N every community Extension work necessarily passes 
through several stages of growth. In the early stages 
there is manifested a timidity on the part of the local man- 
agement that renders it impossible to do the best kind of 
educational work. The student part of the audience will 
then be in the minority, and the tendency will be to cater 
to popularity. The first season's work at a centre being 
largely experimental, it is apt to be short and without any 
definite aim. The second year's work will be entered upon 
with more assurance, and may be planned with more firm- 
ness and positiveness. 

In order to meet the tastes of audiences of all degrees 
of maturity, Extension study is arranged in courses, as the 
various branches of study are arranged in the college cur- 
riculum. In Extension language, then, a course is a series 
of connected lectures, classes, paper exercises, and an exam- 
ination upon some educational theme that maybe made the 
basis of study for several consecutive weeks, and the Unit 
Course is the smallest practical division of that work. 

In England the Unit Course consists usually of twelve 
lectures and exercises and extends over a period of twelve 
weeks. In its inception in this country it has been found 
that the timidity of local committees renders it inexpedient 
to attempt to introduce such an extended course, and it has 
been necessarily shortened. The Extension year naturally 
falls into two parts on either side of the holidays. Counting 
backward, twelve weeks from Christmas brings one to early 
October, when people begin to plan a profitable or agree- 
able way to spend the long evenings of the winter. It is 
£2 



THE UNIT COURSE. 83 

then that the college or university opens, and that literary- 
clubs, and reading and Chautauqua circles begin their winter 
courses. This seems also to be the best time for com- 
mencing University Extension work. There is time for 
twelve weeks' work in this period. So, too, after New Year's 
twelve weeks will bring the lengthening days of March 
when all feel induced to abandon reading and study for 
outdoor recreation or pursuits. It seems convenient, there- 
fore, to make the Extension year of twenty-four weeks' 
duration, equally divided by the holidays. 

As new local centres are often unable, or unwilling, to 
undertake to raise the money for such an extended course, 
the most practical division of the work has been into courses 
of six weeks' duration. This divides the Extension year 
into quarters, and places the work within the reach of every 
community. The Unit Course in America then is a series 
of six lectures and classes, occurring at regular intervals of 
one week, thus giving the busy student time for consider- 
able home reading and study. While such is the practical 
Unit Course, the audiences and the subjects for study will 
not always permit of an arbitrary division of the work. 
Some centres want, and can pay for, eight or ten lectures, 
and some branches of study demand a like number. In 
such cases the American Society endeavors to supply just 
the amount of work demanded. So the tendency is to in- 
crease the number of lectures to twelve, which will make the 
course more nearly correspond in length to the college term. 

The expense of a Unit Course will vary with the 
locality of the centre and the management of the local 
committee. Ordinarily it includes the lecturer's fee and 
his traveling expenses, hall rent, local advertising and local 
incidentals. By judicious management the last items may 
be cut to a nominal figure and will not materially increase 
the expense. The lecturer's fee will also vary, although 
the American Society has so far endeavored to make it 



84 UNIVERSITY EXTENSION. 

uniform, at least in the case of its regular lecturers. The 
Philadelphia Branch may, perhaps, be taken as an example. 
The lecturer's fees for a Unit Course have been fixed at 
;^I30. As the lecturers are mostly professors at Pennsyl- 
vania, Princeton, Bryn Mawr, Haverford and Swarthmore, 
the traveling expenses will seldom exceed one dollar per 
night. Incidentals ought not then to exceed ^30 to ^40 
per course. In cities there are usually one or two centres 
that have superior facilities for attracting and managing 
large audiences. They are thus enabled to pay large fees 
to bring celebrated educators from a distance. It is one of 
the functions of the American Society for the Extension of 
University Teaching to supply such centres with lecturers 
that will insure success. On the other hand smaller com- 
munities in all parts of the United States and Canada can 
draw lecturers from neighboring institutions and thus 
reduce the expense to a minimum. 

A word as to where a Unit Course may be supported 
may satisfy some inquirer. Of course the advantages are 
with densely populated districts. A city may support 
several courses at as many centres as it has churches of 
one denomination more easily than a rural community can 
a single Unit Course. There it is the question how to 
judiciously distribute its centres rather than whether they 
can be supported. By careful local management, towns of 
700 to 1,500 population, if in the immediate vicinity of some 
Branch, may annually support one or more Unit Courses. 
The local committee must be popular and energetic, not 
afraid to make a personal canvass of the town and the 
vicinity, the villagers and the farmers. In small places it 
is advisable the first year to try no more than one or two 
Unit Courses. Success will render it possible to increase 
the number the next season. 

If the town is at a distance from the Branch, a prac- 
tical way to bring the lecturer within its reach is by the 



THE UNIT COURSE. 85 

formation of a circuit. Six towns so arranged that 
a lecturer may make their circuit in a week, spending one 
day in each town, may unite in sharing the traveling 
expenses of an Extension lecturer. On the other hand, the 
latter can spend six weeks upon such a circuit with no loss 
of time in making long journeys. The American Society 
hopes to be able to furnish circuits, with the services of 
trained specialists, at a cost little exceeding that of the 
centre nearer the Branch. The way is so open then that 
the extension teacher may in time reach the isolated town, 
and no village need be without its annual Unit Course. 

From an educational point of view, the first requisite 
of a Unit Course is continuity. That is, there ought in every 
course to be a theme running through and connecting the 
several lectures, and that theme ought to be carefully 
developed by the course. A single lecture upon Long- 
fellow may amount to little from an educational point of 
view, but six lectures upon six American poets, may be 
made a method of treating the subject of poetry. The 
lecturer must bear in mind then, that six isolated lectures 
will not make a course in University Extension ; they must 
be linked together by a theme, and must have some educa- 
tional object in view. 

The second requisite of the Unit Course is popularity. 
The object of Extension work being educational, the idea 
of popularity must be modified to suit the case. The audi- 
ence will be as mixed as the ordinary church congregation, 
and every individual must find something in every lecture 
to please and instruct. Then the interest in the work should 
be further intensified so as to awaken in the hearer a deter- 
mination to begin class work, or at least to pursue a syste- 
matic course of reading upon the subject under considera- 
tion. It must stimulate to an effort in this line. 

In preparing his Unit Course the lecturer ought to have 
not only his theme in mind, but also his audience. There 



86 UNIVERSITY EXTENSION. 

will be several grades of workers. One portion will attend 
purely for pleasure or diversion, and will be satisfied with 
the lecture if it is popular. Another will become so inter- 
ested in the work as to desire all that can be gained from it 
without attracting too much attention to themselves. Shy 
and over-sensitive, or timid, they may attend class, but take 
no active part. The third grade will be the earnest active 
students that, through their anxiety to improve themselves, 
will spend their leisure during the week intervening between 
lectures'in hard study — such will do class and paper work, 
hoping to receive the fullest educational benefit from the 
course. 

Another point that the lecturer must bear in mind is 
that the students are all adults, and are by no means to be 
treated in the same manner as the immature. Though 
they may not have had the elementary training, they have 
the capacity for knowledge that is often lacking in the 
college student. They will demand some return for their 
time and money ; they will be critical ; they are men and 
women and must be fed with the food of adults ; they will 
measure the value of the work by the amount of knowledge 
and inspiration that they receive. 

But the audience will be further mixed ; it will contain 
college -bred men and women, who, while busy with busi- 
ness or domestic duties, do not wish to lose connection 
with the University. Through University Extension such 
persons will be enabled to keep in touch with the advanced 
thought of the time. The lecturer must have something 
for all these various elements. But withal the knowledge 
as set forth must be simply though earnestly told. He 
must remember that he is a specialist and the simplest 
ideas to him may be deep problems to his listeners. Let 
him not talk above his audience. 

One of the temptations of the lecturer is to try to 
cover too much ground by a Unit Course. The student may 



THE UNIT COURSE. 8/ 

be mature, but he has only a limited amount of time to 
devote to study. By the real student, everything should 
be sacrificed to thoroughness. The Unit Course must be 
thorough so far as it goes. The ordinary Extension student 
may be able to devote two hours per day to his study. This 
is perhaps the maximum limit of his leisure, and the Unit 
Course ought to be arranged upon that basis. It is need-, 
less to say, then, that a single lecture upon Emerson can 
treat of only one feature of Emerson's work, and ought to 
be confined to the feature that is in keeping with the theme 
of the course, for Emerson is a subject comprehensive 
enough for a basis to a full Unit Course. The Unit Course 
then should aim to cover a definite field, restricted so that 
the man whose leisure is limited may be able to thoroughly 
master it. 

The examination that follows the Unit Course is in- 
tended to test the work of the student. In England, the 
universities give the examinations and are thus able not 
only to test the work of the student, but to oversee the 
work of the lecturer. It is the ultimate aim of the American 
Society to perform the same office. While University Ex- 
tension must leave the various Centres to exercise the utmost 
freedom in the conduct of the work, there must be some 
supervising body. By exercising this function with care, 
the American Society hopes to give to its certificate an 
educational value that will be everywhere recognized. 

In the past whoever failed to enter college in his youth 
was obliged either to remain forever without the pale of 
educated circles, or else, by a mighty efTort, to struggle 
along in a solitary path, gaining at last the honorable dis- 
tinction of a self-made man. So are there persons strug- 
gling to-day, and to such the Unit Course will bring many 
of the advantages of college residence. There will be the 
specialist to guide the work ; there will be the personal con- 
tact of student and instructor ; and there will be the effort 



88 UNIVERSITY EXTENSION. 

on the part of an anxious inquirer after knowledge — three 
requisites in order to gain great results from an educational' 
standpoint. But to the less earnest Extension student a 
Unit Course has its value. By it the tone of his life may be 
largely changed ; new fields are opened in which he may 
wander at will. People often read light and trashy litera- 
ture, not so much because of a depraved taste, as because 
they have had no one to plan for them better lines of read- 
ing and to point out to them the beauties of higher litera- 
ture. By a single Unit Course, the reading of whole com- 
munities has been changed ; dealers have been unable to 
supply the demand for Milton and Chaucer after a course of 
lectures upon those authors. Such results have been and 
are still to be accomplished by the Unit Course. 

But in order to attain the greatest educational results, 
the work must be still further systematized. It is proposed 
in time to so plan Extension work that several consecutive 
courses may be taken upon similar or allied subjects. If 
the two courses of the first half of the year can be so 
arranged as to be consecutive and as to treat of the same 
general subject, an earnest student may make it equivalent, 
as far as his information is concerned, to a single study for 
a like period at college. Further, the work may be arranged 
in courses, such as Science, History, Political Economy and 
Literature, each course extending over three full Extension 
years of twenty-four weeks each, or embracing twelve Unit 
Courses. By continuous work, the student may gain a 
somewhat thorough knowledge of a branch of study. In 
England the value of Extension work has become so estab- 
lished, that one university accepts such a three years' course 
for one year's resident work. It will be the aim of the 
American Society, in time, to fix a like value upon its work. 

This can be done only by exercising the utmost care 
in granting certificates, so that the unworthy shall not hold 
them. WILLIS boughton. 



OXFORD ANNUAL REPORT. 



T IS well known that the first agitation in favor of 
University Extension was made at Oxford University 
as early as 1845. The first course, however, given under 
this title was by the sanction of the authorities of Cam- 
bridge University in 1873. Three years later the movement 
was localized at London under the charge of the London 
Society for the Extension of University Teaching. Oxford 
University, where the reform was first discussed, did not 
enter upon active work until 1878. For many years after 
that the efforts of those connected with this University did 
not meet with the success they merited. One reason for 
this may perhaps be found in the fact that an attempt was 
made to maintain courses of twelve lectures each even in 
the smaller towns. At any rate a marked increase in the 
efficiency of the Oxford movement is noticed immediately 
after the adoption of the " short course " of six lectures. 
The change in the unit course of University Extension was 
used as a reproach against those connected with the work 
at Oxford, but after some time it appeared that centres had 
been established and successfully maintained in places 
which would never have ventured upon a twelve lecture 
course. This fact seems to justify the adoption of the 
shorter course, especially since we notice that more recently 
the tendency has been strongly developed in favor of more 
extended courses. 

The annual report of Oxford University Extension 
lectures for the year ending July 31, 1891, has just been 



go UNIVERSITY EXTENSION. 

issued. It shows that during the past twelve months the 
University Extension work under the supervision of the 
Oxford Delegates has made greater progress than in any- 
previous year. Since June, 1890, 192 courses have been 
delivered in 146 centres by thirty-three lecturers. The 
courses were attended by 20,248 persons and the average 
period of study covered by each course was twelve and 
one-half weeks. 

It must be noted in this connection, however, that 
many courses were given at fortnightly intervals. Exami- 
nations were held at the end of 132 courses. 1,388 candi- 
dates entered for the examination, and 1,165 received 
certificates, of which 508 were certificates of distinction. 
The following figures show the growth of the work in the 
last six years. The number of courses has increased in 
successive years since 1885, from 27 to 6y, 82, 109, 148 and 
192. The number of Lecture-Centres from 22 in the season 
of 1885-86, to 50, 52, 82, 109 and 146. The number of 
persons reported by the Local Committees as having been 
in average attendance at the courses has increased from 
9,908 in 1886 to 13,036, 14,351, 17,904, 20,248. The 
average duration of the period of study covered by each 
course, from the date of the first lecture of the course to 
that of the last lecture, or when held to the date of the final 
examination has increased from 8^ weeks in the season 
1887-88, to 9^ weeks, 10^ weeks and 12^ weeks. Dur- 
ing the past year ninety courses were delivered on Histori- 
cal subjects ; sixty-four courses on Natural Science ; thirty- 
three courses on Literature and Art, and five courses on 
Political Economy. These figures show a small increase 
in the number of courses on Literature and History ; a 
decrease in Political Economy, and a very marked increase 
in the number of courses on Natural Science. The latter 
increase is partly due to the operation of the new County 
Council Grants received by local organizers of University 



OXFORD ANNUAL REPORT. 9 1 

Extension Teaching since the beginning of 1891, and con- 
fined by law to the assistance of teaching of scientific and 
technical subjects.-' 

The delegates note with pleasure that at several 
centres in the north of England the courses of lectures 
are- regularly attended by many hundreds of artisans. 
Several of these courses were, as in former years, paid for 
out of the funds of societies of workingmen. During the 
year the Examiners have prepared general reports of the 
character of the papers submitted to them on the final 
examinations held at the end of most of the courses. The 
final examination of a course of lectures is never conducted 
by the Lecturer himself, but by Examiners appointed by 
the delegates, who select, as far as possible, former Exam- 
iners of the University. 

As showing the standard obtained by many of the 
candidates in the final examinations of University Exten- 
sion courses, Mr. York Powell, one of the Examiners, is 
reported as saying : " The papers classed as ' distin- 
guished ' would have been accepted in Oxford as distinctly 
belonging to the Honor Class. The ' pass ' standard is 
that which would be adopted in the Oxford * Pass ' school." 
Mr. Lodge reported : In awarding distinctions, I have 
looked for a standard of knowledge and ability that would 
do credit to a candidate in the Honor Class of the Univer- 
sity. In this connection it may be well to refer to the 
statement of the distinguished astronomer. Dr. Young, of 
Princeton, that papers were handed him by Extension 
students in Philadelphia fully equal to those received from 
the senior class of Princeton. 

It is interesting, also, to note that the delegates, as 
the directors of University Extension work are called at 
Oxford, insist upon the importance of arranging the 

* Cf. Univtrsiiy Exttnsion, August, i8gi, page 63. 



92 



UNIVERSITY EXTENSION. 



courses in systematic sequence so that the student may not 
merely acquire scraps of isolated knowledge. They report 
that a large and increasing number of courses is being thus 
arranged in sequence, and that there is good ground for 
hope that similar arrangements will become more general. 
The importance of sequence in Extension courses is 
equally clear to those who are interested in the movement 
in the United States. ^ 



* Of. Book News, September, Group Courses, p. 24. 



NOTES. 

The University Extension movement is still growing rapidly in America. 
The cities which have most recently taken up the discussion of this work have 
been Topeka, Kansas, and Kansas City, Missouri. Beyond the border the 
work is being undertaken by Mount Allison University in New Brunswick. 

Since the last issue of University Extension, centres have been estab- 
lished in connection with the Philadelphia Society at the Young Men's Christian 
Association, Wilmington, Del., at Moorestown, N. J., and the New Century Guild 
in Philadelphia. Arrangements are almost completed for new centres at 
Woodbury and Vineland, N. J., and at Newtown, Pa. 

A very attractive outline has been issued by the Indiana University of 
proposed courses in Extension work by that faculty. There are no less than 
eighteen departments in which lectures will be offered. The methods to be 
employed are those of the American Society, adapted, in some respects, to 
local conditions. President John M. Coulter, recently elected to that position, 
is thoroughly in sympathy with the movement, and doubtless the efforts of the 
Indiana University will be well directed and vigorously supported. 

The September issue of Book News has made a special feature of the 
work of University Extension. The articles which are contained in this 
number have reference to the actual operation of the system. Details in 
regard to the formation of a centre, the methods of work in different branches 
and the requirements in the way of reference libraries are given. Two articles 
are upon the natural relation of this movement to the Young Men's Christian 
Association and to the Women's Christian Temperance Union. All interested 
in University Extension have doubtless read the excellent presentation of the 
movement in the May issue of Book News, and will be equally attracted by the 
September number. 

In the August number of the London University Extension Journal 
there is a reference to the work of the London Society in the season of 
1889-90, to which the latest published figures have reference. The total 
number of courses was 102, given at nearly 70 Centres, with a total attendance 
of 120,670. The regular weekly work for the lectures was done by nearly 
twenty per cent of the students. Of the 102 lecture courses 99 were of ten or 
twelve lectures and three were of six lectures each. The total enrollment 
of students was 12,067, which approximates the average attendance at the 



94 



UNIVERSITY EXTENSION. 



Philadelphia centres during the past year. It must be noted, however, that 
the number of lectures in each course was nearly twice that of the courses 
given in connection with the Philadelphia Society, and it is thus evident that 
much more was actually accomplished than would be indicated by the com- 
parison of the average attendance which was made in a recent article in 
University Extension. 

The first article in the present issue of University Extension is by 
Col. William Preston Johnston, President of Tulane University, and member 
of the Council of the American Society for the Extension of University 
Teaching. There is nothing more encouraging to those who have the interests 
of the movement at heart than the evidence of the wide-spread discussion and 
adoption of this sj^stem of teaching. It is hardly to be doubted that the 
New South, which has progressed so rapidly in all material ways, will advance 
equally in educational matters. There is good evidence that the white popu- 
lation of the Southern States is providing more liberally for the support of 
schools than any other class in the United States. To those who are aware of 
this, the noticeable improvement of recent years will be no cause for surprise.. 
Many who have heard of the broad lines of Extension work which have been 
laid down by the founders of Tulane University will be interested in this clear 
indication of what is being accomplished in New Orleans. 

There has just appeared the eighteenth annual report of the Society to 
Encourage Studies at Home. The Society was founded by Anna E. Ticknor, 
of Boston, in the autumn of 1873 '^it^ ^ committee of ten, six staff correspon- 
dents and forty-five students. A plan of correspondence was adopted by which 
students were to report each month. From this there has been developed a 
system of monthly reports of the work done and progress made which resem- 
bles a system of memory-notes subject to the examination and correction of the 
teacher. In less than twenty years the Society has developed the strong 
organization which offers now twenty-nine subjects of study. It has had during 
the past year over five hundred students. The library now contains several 
thousand volumes. Instruction is given by one hundred and ninety-two cor- 
respondent teachers. These offer their services free of charge, and the income 
from students' fees is thus free to be applied to the increase of the library and 
the fiirnishing to each student at slight cost of the necessary volumes. There 
is abundant evidence to prove the excellent results obtained by this Society, 
the excellent management of which, as well as the unselfish spirit of the mana- 
gers, cannot be too heartily commended. 

There is a rapid spread of interest in the movement throughout Pennsyl- 
vania, and many applications have been received for centres in the various 
parts of the State. It is evidently a matter of no difficulty to arrange for Ex- 
tension centres in and near the large cities, and in the neighborhood of the 
different colleges. In many cases, however, there is a desire for lectures in 



NOTES. 95 

places remote from these conditions. A satisfactory solution of the difficulties 
thus presented has been found, it is thought, in the establishment of circuits. 
The necessary conditions for these are the location of a half dozen towns 
within such range of one another that it is possible for a lecturer, with not too 
fatiguing trips, to go from one to another on successive days and reach all the 
towns in one week. Arrangements may easily be made for the lectures of the 
different centres to be given on successive evenings. The traveling expenses, 
which fall on the centres, will be comparatively light, and the entire cost of a 
course not appreciably greater for one of these distant towns than for any im- 
mediate suburb of Philadelphia. It is, however, necessary, in the case of a 
circuit, for all the centres to choose the same lecturer in a given subject, and 
for the course to open in all the towns during the same week. In this way the 
services of an excellent lecturer can be secured at a minimum cost. In some 
cases it may be well to arrange for a partial circuit. This can be done by two 
or three towns within easy range one of another choosing a particular lecturer 
on succeeding days. The only expense of a partial circuit over a full circuit 
will be in the traveling expenses of the lecturer from and to his home each 
week during the course. It is expected that several such circuits will be arranged 
in the course of the season: 

In a recent number of " The Critic," Mr. Melvil Dewey outlines the 
probable development of University Extension in the State of New York. The 
;^io,ooo voted by the Legislature for the work will be used in establishing a 
University Extension department of the University of the State. The function 
of this department will be to stimulate interest by printed matter, local addresses, 
correspondence and the maintenance of a central office at the Capitol. It is 
proposed to adopt the English custom of lending selected hbraries for use 
during the course, and furnish illustrative material for the lecturers; and, in 
general, to have the State do what it can do most cheaply, and furnish what 
individual towns could obtain only at considerable cost. One great advantage 
is possessed by the New York authorities in the excellent system of examina- 
tions held under the supervision of the University of the State. By reason of 
this it will be possible to introduce immediately the inspiring effect of systematic 
examinations,which has been only slowly developed in the experience of the work 
in England, for by employing the State system a great sparing can be effected 
in the cost of the examinations. In conclusion, Mr. Dewey mentioned certain 
conditions, which seem to him especially prophetic of the success of University 
Extension; the increasing difficulty of keeping students in college long enough 
to complete a course, and the tendency to shorten hours of labor, and thus to 
leave a margin of leisure in the lives of working people, which may be best 
devoted to securing the advantages offered in this movement ; lastly, the grow- 
ing inclination of our higher institutions to offer their facilities to those who 
could not enjoy the advantages of higher education under the condition of 
academic residence. 



g6 UNIVERSITY EXTENSION. 

On the afternoon of August 27, there was held at the General Offices of 
the American Society, a meeting of the local secretaries and committees of the 
Philadelphia Branch. The various centres were well represented, and the 
meeting was an enthusiastic one. The representatives of the centres reported 
that their local committees were entering upon the work with zeal, and 
planning for a greater number of courses than last year. Already more 
courses have been arranged for the season of '91-92 than were given during 
the whole of last season, and only half of the Centres have completed their 
schedules. The new centres that are being rapidly established will probably 
double the number of last year. The two subjects under discussion at the 
meeting were the grading of University Extension work, and a peimanent 
financial organization of local centres. The representatives of the various 
centres reported the plans adopted during the past season for meeting the 
necessary expenses, and there was a formal presentation of the different 
methods adopted in this work under varying circumstances. In regard to the 
grading of University Extension work, a report was made by the Secretary 
for Philadelphia, of a plan for the establishment of continuous courses in 
four or five popular branches at some centre in the city. This to be succeeded 
the following year by more advanced courses, and again the third year by 
further courses on the same subjects at another centre, thus making it possible 
for a student in Philadelphia to carry on the study of a special branch through 
a three years' course, at the end of which time it is hoped that a careful exam- 
ination would disclose results measurably comparable to one or two years' work 
in residence at some college. Such a plan, if successful, should certainly meet 
the approbation of university authorities. To a student who has completed all 
these courses, a certificate might well be given, covering the work of the first 
year or year and a half of the college curriculum. 



University Extension. 



THE OXFORD SUMMER MEETING OF 1891. 



^HE Oxford Summer meeting has become one of the 
^ great attractions of England. Each year finds an 
increasing number of Americans among the hundreds 
of Extension students who throng the spacious halls 
of the New Examination Schools, and enliven the 
streets of old Oxford by their presence. It is a 
delight to feel one's self a part of this great body 
of alert, happy, vigorous students. " Go where you 
will in Oxford during these twelve magic days," 
writes a student, present at the first half of the meeting, 
" you meet only eager, happy faces ; busy feet treading 
' the High ' with a delightful and unwonted elasticity of 
step; cheery voices greeting unexpected friends v/ith a 
joyous ring of welcome, or discussing, with happy serious- 
ness, the last lecture or the next social engagement; old 
and young, men and women, gentle and simple, all hurrying 
in the direction of the Schools, having a look of purpose 



97 



98 UNIVERSITY EXTENSION. 

without distraction, of concentration without strain, of 
brightness without excitement, of unity without monotony." 
It is this joyous content and satisfaction, this suggestion of 
hungering souls, not hungering now, that runs like a mag- 
netic current through the whole mass, and makes the 
Oxford Meeting unlike all others. 

How came this great factor of University Extension 
in England, into existence ? The idea of a general summer 
meeting of the University Extension Students, was first 
suggested by Mr. Charles Rowley, of Manchester, to a 
small committee which had met to consider the possibility 
of introducing into England, a system of reading circles, 
similar to our own Chautauqua Circles. It was at once felt 
that a summer meeting in one of the university towns, 
would enable the Extension movement to avail itself of 
the services of many professors and instructors, who, 
though in cordial sympathy with the movement, were too 
burdened with their university duties to take any active 
part as lecturers during the winter. Aside from the advan- 
tages which such a meeting would afford the students, 
in the way of access to university museums, collections and 
libraries, and in stimulus, through intercourse with one an- 
other, the element of " residence " — an important element 
from the university point of view — would be added to the 
Extension scheme. 

Oxford at once took up the idea ; and the details of a 
program for a large meeting of students, were worked 
out in the Oxford Extension office. The first University 
Extension Summer Meeting was held in August, 1888. It 
lasted ten days, with an attendance of nine hundred 
students. The mornings were occupied with short courses 
of from three to six lectures ; the evenings, by addresses 
on literary and scientific subjects. Conferences of Local 
Secretaries and other organizers were held, and ideas of 
lasting benefit to the movement v/ere evolved. Many new 



THE OXFORD SUMMER MEETING OF 1 89 1. 99 

-centres were formed through the influence of this meeting. 

The second meeting was longer, consisting of Part One, 
similar in character to the meeting of the preceding year, 
and Part Two, an additional three weeks devoted to quiet 
study in class. Of the thousand students who came to the 
second meeting, one hundred and fifty remained through 
the entire session. This plan of dividing the meeting into 
two parts, has been retained ; and each year the numbers 
increase of those who remain to the end. A North- 
country student writes: "Though the second part, 
in its longer courses of lectures, and its quiet hours of 
reading, may be of greater educational value, yet we 
students cannot help feeling that, even in three lectures, 
such light may be thrown on a subject, and such stimulus 
given, that, when opportunity offers, further study can be 
taken up with new interest and a wider outlook. Until the 
real student spirit is more fully awakened in us, we owe a 
debt of gratitude to Oxford for stooping to our level, and, in 
far-seeing hope, adopting less perfect methods, in default, as 
yet, of more perfect students." 

The opening lecture of the Summer Meeting of 1891, 
" A Brief Survey of the Thirteenth Century," was given by 
Mr. Frederic Harrison, who thus prepared the way for a 
■sequence of sixty-eight lectures on Mediaeval history, litera- 
ture, architecture and economics. This was the first year of 
a cycle of study, extending over four years ; the lectures of 
each year, while following in logical sequence those of the 
.preceding year, being so arranged as to form courses of 
study independent of the rest. 

Another group of lectures for this year was a sequence 
of thirty-four lectures on Greek history, literature and art; 
a third group, fifty-nine lectures, on natural science. A 
review of the subjects of the first group will best illustrate 
the thoroughness and breadth of treatment which charac- 
terize the work: " Some Authorities on Mediaeval History;" 



lOO' UNIVERSITY EXTENSION. 

"The Frank Empire;" "The Norman Conquest;" "The 
Early History of Parliament ;" " The Constitutional History 
of England ;" " Church and State in Mediaeval England ;" 
" The Empire and the Papacy ;" " The Monasteries ;" " The 
Mediaeval Town, as Illustrated by Mediaeval Oxford;" 
" Mediaeval Venice " (Illustrated) ; " Chaucer ;" " Dante ;" 
" Mediaeval Romance;" " The Mediaeval Drama ;" " Medi- 
aeval Allegory ;" " A Mediaeval Art Student, His Life and 
Training ;" " Mediaeval Architecture " (Illustrated) ; " Gothic 
Architecture " (With illustrative excursions) ; " The Medi- 
aeval Land System ;" " The Craft-Guild ;" " Work and 
Wages in the Fourteenth Century." 

It was a notable feature of the lectures that most of 
them were as closely analyzed, as finely worded, as polished, 
as if prepared for the cultured audience of a university town. 
They are truly *' university lectures, delivered to a non- 
university audience," 

It was a keen pleasure to study those earnest faces ; to 
note the close attention, the courteous bearing, the enthus- 
iastic reception accorded to the lecturer on his second ap- 
pearance ; to overhear, as one must, the comments, the 
original remarks, that make the interval between two lec- 
tures a time of revelation. While we were waiting for 
Mr. Wickersteed's second lecture on " Dante," a young girl 
near by was indignantly protesting against the idea that 
Dante loved Beatrice. 

" You needn't tell me that Dante loved Beatrice ! It 
wasn't Beatrice at all that he loved ! It was just the ideal 
of her that he had formed in his own mind, and that had 
not a spark of actual existence !" 

The mornings were fully occupied with lectures ; but 
a part of each afternoon was spent in visiting the famous 
colleges, the Bodleian Library, the Clarendon Press, the 
Divinity Schools, etc. A liniited number of students 
received permission to read daily at the Bodleian Library. 



THE OXFORD SUMMER MEETING OF 189I. lOI 

On the opening Sunday, a special sermon was preached" 
to the University Extension students, in Christ Church 
Cathedral, by Canon Scott Holland, of St. Paul's. It was 
a most excellent sermon for the occasion. Recognizing the 
rapid diffusion of knowledge in our day, the eagerness of 
his hearers in its pursuit, inspiring them with higher ambi- 
tions by his vivid delineations of great scholars and their 
attainments, Canon Holland established in the minds of all, 
the conviction of his own appreciation and sympathy with 
the great movement cf the day. Then came the lesson of 
the hour. The best things of life are acquired slowly, by 
steady, persistent effort. They must be acquired for one's 
self. No one can impart the intellectual insight, the moral 
character, the spiritual character which he has gained. Yet 
every man by the correct exercise of his own powers, may 
^' bring forth fruit in due season." 

Each year special effort is given to arranging the 
Sunday services ; and in the opinion of the students, these 
services are as much a part of the meeting as the lectures 
themselves. Speaking of one of the Extension sermons, a 
student writes : " If such sermons were common, many 
who have left the Church, and no longer believe in the 
teachings of Orthodoxy, would again place themselves 
within the sphere of rehgious influences." 

During the week which closed the first part of the 
meeting, the program included a pianoforte recital, by Miss 
Fanny Davies ; an organ recital in the Sheldonian Theatre, 
by Dr. Lloyd, organist of Christ Church ; a Shakespearean 
recital, by Mr. Brandram ; a visit to the Ruskin drawing 
school; an interpretative recital of the Bacchanal Women 
of Euripides, by Mr. R. G. Moulton ; and a concert by 
Mr, and Mrs. Henschel, for which there was an extra 
charge of sixpence. 

On Wednesday, Sir William and Lady Markby gave 
to the Extension students a reception at Balliol College. 



I02 UNIVERSITY EXTENSION. 

It was a perfect afternoon. The sunshine flooded the quad- 
rangle. The h"ght costumes of the ladies, and the gorgeous 
uniforms of the band, stood out in sharp relief against the 
sombre background of the ancient buildings. An old resi- 
dent of Oxford, gazing on the lovely scene, gave utterance 
to a profound truth : " The Summer Meeting has given 
Oxford new life. The University never did so much to 
make others happy, and it is reaping its reward." 

At four o'clock tea was served in the great halL 
Sacred music in the chapel, by Mr. and Miss Farmer, added 
to our enjoyment, and, at five, a photograph of the entire- 
assembly was taken. The camera caught the happy faces,, 
but it gave no sign of the hearts touched by Lady Markby's 
sweet and gracious courtesy. 

The Extension conferences held at intervals during 
the session were full of life. The first was presided over by 
the Marquis of Ripon ; the subjects of discussion being^ 
" County Councils and University Extension," and " The 
Work of the National Home Reading Society." The pass- 
ing of the Local Taxation Act, which enables County 
Councils to devote the revenue from the new tax on spirits, 
to purposes of technical education, while bringing aid to 
the science department of University Extension, opens 
up the possibility that the prospect of State aid in this 
direction may tend to induce neglect of the historical and 
literary side. The making of good citizens is of as great 
importance as the making of good artisans, and the leaders of 
the Extension Movement have to face a very real danger. 
The spirit with which they have met and overcome the 
difficult problems of the past, will soon work out a solution 
for the present dilemma. The discussion of the relation 
between County Councils and local bodies, in administering 
the new endowment, is at present a question of purely local 
interest ; but with the growth of University Extension in 
America, the question of State aid may become an important 



THE OXFORD SUMMER MEETING OF 1 89 1 . IO3 

one. The general opinion seemed to have prevailed among 
the County Councils, that it was better for them to deal 
with the local centres than to deal directly with the uni- 
versities. The wisdom of this decision, in the present 
experimental stages of University Extension in England, 
is apparent. The varying requirements of different 
districts, and the power of the County Councils to see that 
the money is properly expended, were discussed ; also the 
probability that the Councils would not unduly interfere 
with lectures and examinations, but would leave these mat- 
ters in the hands of University Extension Committees, 
especially if the County Councils were represented on these 
Committees. 

The National Home Reading Union is not a branch of 
University Extension. Its object is to stimulate and guide 
reading at home. The outcome of the discussion of this 
topic was, that the Home Reading Union could aid Uni- 
versity Extension, by preparing its members for Extension 
courses, also by keeping the students together in the 
interval between two courses of lectures. 

The second conference was upon " State aid for the 
Local Organizers of University Extension." 

Eleven hundred and fifty-three students attended the 
first part of the Meeting, many of them returning for the 
second or third time, and following a definite line of studies 
in logical sequence. The second part began with about 
three hundred, nearly double the number remaining in any 
former year. The work now assumed a different character. 
Lectures gave way to classes in Practical Chemistry, 
Geology and Geographical Mapping, in Homer's Odyssey, 
in Herodotus, in the Constitutional History of England, in 
Dante, in Gothic Architecture, with illustrative excursions, 
and in Instrumental Astronomy. Twenty days' work of 
this character, added to the lectures of the first part, aided 



104 UNIVERSITY EXTENSION. 

by all the helps offered by the University, must be produc- 
tive of lasting results. 

What is the function of the Oxford Meeting in the 
Extension scheme ? Broadly stated, it is to develop the 
University Extension spirit, both in the people who are 
ready for it, and in the general public. Already it has 
convinced the universities of the importance of the Exten- 
sion movement. This great body of people coming up 
year after year impresses the imagination of the whole 
country. The best papers have always recognized Univer- 
sity Extension by giving it a place in their columns ; now 
all the papers chronicle its latest phases. Already there is 
a positive current in popular opinion that the splendid things 
represented by the universities are the better for being 
diffused ; a sentiment which no one can doubt, who reads 
the grateful words of students of the Oxford Summer 
Meeting. 

"The mere sight of a place dedicated to the pursuit of 
learning, and brimful of association with a Past which it is 
impossible for a busy toiler in a manufacturing district, or 
in a sluggish agricultural neighborhood to realize, until he 
sees its results embodied in concrete form, is an enriching 
of life ; to many a busy worker the thought of that home 
of learning, that place rich in memories and abounding in 
hopes, will come as a refreshing breath from a higher life, 
in which he too shared for a time, and of which none can 
rob him ; ' for memory is possession.' 

"Another work is done by the Meeting, which no one 
can realize who has not attended it. It is a mere truism to 
say that much of the educational value of University life lies 
in the social intercourse, the play of mind on mind, the 
stimulating effect of a corporate life. We try, by Students' 
Associations, to supply some small portion of this important 
element ; but it is at the Meeting that it is mostly attained. 
But this is not all ; friendships are formed which may 



THE OXFORD SUMMER MEETING OF 1 89 1. IO5 

influence the whole course of a life. It is amusing and 
yet touching to watch how those who were strangers to 
each other at the beginning of one year's Meeting, are next 
year found sharing rooms and living in closest intimacy. 
Hard- worked people, who came up jaded and spiritless, too 
tired to be interested, too disappointed to hope, meet others 
similarly situated, but who have lived down or lived through 
their difficulties, and many such return to their daily life 
cheered, started afresh, richer by the possession of a friend, 
ready again to take up the struggle of life. This is no 
fancy picture ; I speak from knowledge. In some cases not 
only are minds cultivated, but consciences are awakened, 
characters developed, lives remodelled by the influence of 
the Meeting. Sometimes unsuspected talents are brought 
to light, new studies are hopefully entered upon, and new 
fields of possible activity are opened up." 

" There is, in the Oxford Summer Meeting," writes 
another, " something that appeals to all that is best in our 
complex nature, to our imagination, our intellect,-our moral 
sense, and our spiritual intuition. The surroundings appeal 
to our imagination ; we have what is venerable in the past 
brought into touch with what is vital in the present, and 
pregnant with hopes for a yet brighter future ; we have 
fresh matter for thought presented to us in a stimulating 
yet satisfying form, in the lectures which are much more 
than lectures, which are truly education in their power to 
stir and quicken ; we have the pleasant feeling of a common 
humanity lying far below the superficial distinctions of age 
and class, and ' views,' and degrees of education, brought 
home to us in a manner that warms our hearts, while it 
awakens our consciences to a new sense of mutual respon- 
sibility, and makes us realize that we are our brother's 
keeper, and stand in a definite moral relation to our fellow- 
men. Year after year the corporate feeling grows ; the 
same people come up year after year and greet one another 



I06 UNIVERSITY EXTENSION. 

as old friends ; there is an exhilarating sense of universal 
brotherhood about the whole meeting, which is utterly un- 
like anything else with which we are acquainted ; we are all 
friends, and talk to each other before and after lectures 
with a keen zest very unlike the languid commonplace of 
ordinary ' society talk ' ; we are conscious of a wide and 
deep basis of common interests, and we are all eager to 
give and get hints for the furtherance of our work." 

Again, the "Summer Meeting is an immense help in 
organizing the winter's work. New centres spring up as 
the outgrowth of the interest awakened in August, Mem- 
bers of small centres are strengthened by contact with 
the strong, and with the great leaders of the movement. 
Their little local body is seen to be apart of a great national 
whole, and they go home with fresh resolves and aspira- 
tions. 

It is of vital importance that the centres offer good 
lectures each winter, or loss and disaster follow. The 
Summer Meeting affords the representatives of the centres 
an opportunity to hear a large number of lecturers and to 
choose those best adapted to the needs of their own par- 
ticular centre. The effect of the meeting upon the lec- 
turers themselves is no slight matter. They have an 
opportunity to hear one another, to study the best points 
in each, to form new standards of excellence. The princi- 
ple of " merciless rejection of poor lecturers " is working 
its legitimate result, in a corp of lecturers of whom any 
university might justly be proud. The character of their 
work receives commendation at the hands of the Univer- 
sity Examiners, who are already admitting that Extension 
students who pass the examinations given by the Univer- 
sity at the close of Extension courses, with the rank of 
" distinction," are equal to the " honor " men of the Uni- 
versity. What is to follow ? What are the universities 
going to do with the material which University Extension 



THE OXFORD SUMMER MEETING OF 1 89 1. lO/ 

is bringing to their very doors ? Will they recognize 
their opportunity ? Already private generosity has offered 
a prize of twenty pounds for plans of a University Exten- 
sion College to be ready by October ist. What will be 
the next step ? Who has prophetic vision to outline the 
future of University Extension ? 

IDA M, GARDNER. 
Philadelphia, September, i8gi. 



SUMMER SCHOOLS IN BOTANY. 



^y^HE Summer School, as an institution, had its origiri in a 
w desire to make it possible for teachers, and others en- 
gaged during the winter, to attend courses of instruction. 
There are now, or have been, such schools conducted in 
almost every branch of learning. Many of the subjects 
taught in these summer schools could be just as easily, and 
as well, presented to the attendants in the winter as in the 
summer; the materials being as readily procurable at one 
time as at another. This is quite the reverse for study in 
the different departments of Biology. Fresh and living 
material for courses of instruction in Biology is, as a rule, 
only readily obtainable in the summer season. As such 
courses in natural history are made valuable in proportion 
as they are fully and thoroughly illustrated with natural 
objects, it may be readily seen that instruction in both 
Zoology and Botany can be made most effective in the sum- 
mer season. 

There is no question but what in Botany the summer 
school may be used with astonishing advantage. Certainly 
the best time to study plant-life is when and where the 
largest variety of all the varied vegetable growths may be 
found in most abundance. This wealth of material, pre- 
senting, as it does, an almost infinite variety of forms, re- 
inforces the instructor and gives to the beginner, under 
proper direction, the needed opportunity for the comparison 
and contrast of a great mass of material. In winter the 
teacher is quite content if he can find now and then a plant 



SUMMER SCHOOIS IN BOTANY IO9 

to represent a whole group; while in summer the pupil 
easily picks up twenty or more of a kind with which to 
enforce the same thought. In winter dried specimens must 
mostly be used, while in summer the pupil has all the stim- 
ulus to help him on which comes with life. He studies in 
the laboratory a leaf or a flower and on his very next walk, 
with open eyes, finds a dozen more leaves of equal interest, 
or other flowers which excite his curiosity and interest even 
more than the one examined in the laboratory. It may be 
said that fresh specimens are always preferable to dried 
or preserved ones. With the fresh material you study the 
plant with all its natural surroundings. Its relations to soil, 
to other plants, to animals, and to climate may give you 
much of its history, its likes and dislikes, what it does to 
live, and how it does it. 

But let us see just what a Summer School of Botany 
means, and what it may do for the pupil. 

In the first place the location of the school should be, 
if possible, where there is great diversity of natural surround- 
ings. Both fresh and salt water, lake and river, swamp and 
highland, forest and field, each may contribute its quota of 
different plants for the illustrated lecture and the students' 
laboratory table. 

The instruction given to the pupils naturally divides 
itself into Lectures, Laboratory direction and Field conver- 
sations. 

The Lectures are designed to cover the general out- 
lines and many of the minor details of the whole subject 
presented in the course. 

The most favorable month for summer schools in the 
latitude of Philadelphia, if one must depend wholly upon 
wild plants for illustration, is June. If lectures were given 
on Mondays, Wednesdays and Fridays, this would permit 
the professor in charge to give a course of twelve lectures 
during the month. A most excellent course for beginners, 



no UNIVERSITY EXTENSION. 

as may be seen from the list of subjects treated, could be 
presented in this time. 

The value of the lectures would depend largely upon 
the wealth of the material used for illustration. 

Living plants, collected in abundance, should illustrate 
every point discussed. Enlarged diagrams and charts of 
plants, and parts of plants, would serve to supplement the 
living specimens. 

The lantern could not be dispensed with, because, by 
the aid of both photography and microphotography, many 
plants not procurable could be represented with all the 
naturalness and native surrounding of their own habitat ; 
and the minute parts of plants could be shown to a large 
audience in the same condition as seen under the micro- 
scope. 

A syllabus of each lecture should be distributed to 
those in attendance. This would greatly aid such as were 
unfamiliar with note-taking. The lecturer's table should 
contain at each lecture the best and most available books 
on the subject discussed, in order that the pupils might 
read up points of interest and extend their knowledge in all 
desirable directions beyond the outlines and illustrations 
already presented to them. 

Under laboratory direction the pupils are taught how 
to use, first, a simple and then a compound microscope. 
Drawing from nature and with the camera lucida is practiced 
by all who can do it. Note-book work, carefully describing 
specimens given to each, is considered of great importance. 
All pertinent questions are answered and all needed help is 
given as the student gradually progresses in his study of 
plant morphology. 

Field conversations are conducted with all the pupils 
on the excursion days, which are Tuesdays and Thursdays. 
The special kinds of plants wished for determine the direc- 
tion of the party. Many of the general principles of plant 



SUMMER SCHOOLS IN BOTANY. Ill 

development and relationship, the effect of soils and external 
influences on the plant, as well as the best methods of 
collecting and preserving specimens for the herbarium are 
discussed in the field, where the illustrations are before the 
eye of the pupil. The latter part of the day is spent in the 
laboratory giving more careful attention to the plants 
collected than could be done in the field. During these 
excursions the instructor takes special pains to show the 
pupils on what lines most careful study has already been 
given, and in what direction new or further observations 
should be made. 

Such a Summer Course in Botany as is here proposed 
would, then, extend through the month of June. 

There would be given three fully illustrated lectures 
each week, on Monday, Wednesday and Friday mornings, 
at say from 9 to 10 a. m. ; or twelve such lectures during the 
month. A part of the forenoon and all the afternoon of 
each lecture day would be devoted to careful work with 
abundant material on the subject of the lecture. 

On alternate days, Tuesday and Thursday at 9 A. m., 
or earlier, an excursion would be personally conducted by 
the instructor, going in any direction best suited to illustrate 
the points in hand. Short discussions and field talks on 
kind, condition and location of vegetation would always be 
in order. Returning to the laboratory in the afternoon, the 
remainder of the day would be devoted to the care and 
study of the material collected. 

Let us see briefly what might be accomplished by the 
pupil in so short a time. 

For reasons not necessary to enter upon here the writer 
would limit the proposed course to the study of the Phan- 
erogams, or flowering plants. 

Beginning with a general discussion of the Seed and 
Germination, and following on with the Root, the Stem, the 



112 UNIVERSITY EXTENSION. 

Leaves, the Flower, and the Fruit to the Seed again, a com- 
plete cycle of vegetable growth and development would 
have been presented. 

Each subject given should receive a comparative treat- 
ment. To illustrate, under Germination the pupil would 
dissect one seed and carefully examine and study each of 
its parts. He would then be given many other seeds to 
dissect, each one varying in one direction or another from 
the type studied. The many varying changes during Ger- 
mination would be studied in the same way. Going out 
from a given type comparisons would be made extending 
over the whole range of differing forms. The parts of the 
seed considered in relation to their function, and the effect 
of external conditions on germination would be carefully 
considered. The material for illustration and laboratory 
work in such a subject consists of a great variety of seeds 
(twenty or more well selected kinds) to be made up into 
about ten sets, each set containing a suf^-ci^r.t number of 
each of the twenty kinds to supply one or more to every 
member of the class. Each one of these ten sets contain- 
ing all the different kinds are to be treated differently. From 
one set each of the pupils is to be supplied with all the 
different kinds, dry. From another set, each one is to be 
given all the different kinds well soaked with water. From 
a third set, which has been brought into the first stages of 
germination, all are to be supplied. The other seven sets 
are to be germinated and grown each a little longer than 
the other, and then given out to the class as the others were. 
This supplies material to trace the form changes in the 
germination of a great variety of plants ; also to follow the 
earliest formation of both root and stem, and make a large 
number of comparisons. After finishing the external forms 
the pupil would examine the parts of the seed under the 
microscope, determining which is food material for the 
embryo and which is not. Advanced students could go 



SUMMER SCHOOLS IN BOTANY. II3 

further and conduct some experiments on the conditions o-f 
germination, such as the effect of an insufficient amount of 
oxygen, the presence or absence of moisture and of varying 
temperatures. 

The above illustrates the laboratory method and shows 
about the scope of the elementary work in one lecture- 
subject, which could be given in a summer school. 

The following are the subjects proposed for the twelve* 
lectures, each one of which is to be worked over by the 
pupil in the laboratory in a similar manner to the one illus- 
trated above : 

I. The Seed and its Germination. 
II. The Root — System of Flowering Plants — Its Forms, 
Modifications, and Functions. 

III. The Stem — Its Various Forms, Modifications and 

Functions. 

IV. The Leaves of Flowering Plants — Forms and Modi- 

fications. 
V. The Functions of Leaves. 
VI. The Flower and its Parts — Development. 
VII. The Typical Flower and its Modifications. 
VIII. The Function of the Flower — Pollenation. 
IX. Color, Odor and Nectar in the Flower — The Rela- 
tion of the Flower to^Insects— Cross-Pollenation. 
X. Fruits. 

XI. Seeds — Their Distribution. 
XII. Plant Foods — What are They and How do They 
Find Their Way into the Plant ? 

Quite young pupils, who have never done any work 
in Natural History are often among the first to success- 
fully carry on such courses, and no one can be too old, who 
feels any interest in the life about him to receive great 
benefit from study of this kind. 

Such schools might bring together pupils of widely 



J 14 UNIVERSITY EXTENSION. 

varying capacity for study and progress. These differences 
are all leveled, however, in the laboratory work. An 
abundance of material is furnished to both classes and there 
is always more than the most active and quickest scholar 
can use. Each goes just as far as he can, and each still 
finds an unexplored world before him. 

W. p. WILSON^ 

JLhiivtrsi*y ef Pennsylvania, September, i8gz» 



STUDENTS' ASSOCIATIONS IN GREAT BRITAIN. 



N the history of the University Extension Movement in 
Great Britain an important part has been played by 
Students' Associations. By this name are denoted associa- 
tions of the students of a particular town or district in 
which Extension lectures are delivered. Such associations 
sprang up spontaneously in the early days of the movement, 
and even now represent the local or popular force as con- 
trasted with the central and directing power of the system. 
A moment's consideration will show the naturalness of 
such a development. The Extension system — admirably 
as it was planned by its founders, with its lectures, discus- 
sion classes and weekly work — yet had one weak side. Each 
student remained a unit: he came to the lecture room, got 
what good he could, and went home to wrestle alone with 
his difficulties. At the same time there was an insecurity 
about the basis on which the lectures rested, through the 
want of an organized body of students. The audience of one 
course might disappear in the six months' interval before 
the next course was announced, an unpopular subject 
might be selected by the Local Committee through the 
want of means of ascertaining the wishes of those most 
interested, or disaster might ensue through the want of 
volunteer advertisers of the new course. 

Such difficulties on the part of the individual student, 
and of the Local Committee alike, pointed to one con- 
clusion : organize your students. 



IIS 



Ii6 UNIVERSITY EXTENSION. 

Henceforth, as we have said, in a great number of the 
most active Extension centres the strength and spirit of 
the movement has been concentrated in a Students' Asso- 
ciation. 

It would not be true to say that all Students' Associa- 
tions have succeeded, or at any rate have succeeded in all 
that they set themselves to do. The size of the town, the 
character of its industries, and a number of such considera- 
tions will make it easy or difficult to arrange meetings at 
an hour convenient to a number of persons. Rival socie- 
ties of similar aims may be in the field and for some reason 
or other may prove more attractive than the Students* 
Association. Lastly, as we all know, every Association 
depends upon its secretary, and where energy, enthusiasm 
and tact will succeed, the want of these qualities may have 
a quite opposite result. 

But in most cases the success of Students' Associations 
has, after all, been deep and real, though here it has taken 
one form and there another, and, as we hold, a Students' 
Association will succeed always on two conditions, the first 
that it has an able and energetic secretary, the second that 
it takes a high view of its own importance and its own 
capacities, and is ever ready to strike out in some new line. 

And now we come to the question, what is it that we 
look for in a successful Students' Association ? In the first 
place a strong Students' Association will be the bulwark ot 
the University Extension courses in its town. In the work 
of raising the local funds and treating with the University 
it will take no direct part, although it will probably be 
represented on the Town Committee formed for these 
purposes. But as representing the constituency for whose 
benefit the lectures are organized, the Students' Association 
will naturally be consulted in the choice of the lecture- 
subject, and its wishes here will be paramount. Its members 



STUDENTS ASSOCIATIONS IN GREAT BRITAIN. 11/ 

will then undertake to do their utmost in advertising 
the proposed course and inducing the right people to come 
to it. In some cases members of Students' Associations 
have been expected to extend their duty as propagandists 
of the Extension Movement beyond the limits of their own 
town, and to attempt to start new centres in the surround- 
ing district. The expense which has hitherto accompanied 
a course given by a University Lecturer has, however, 
rendered this crusade somewhat unpractical, and the 
question how to extend the benefits of University Teaching 
to the smaller towns and villages must probably be answered 
in some other way. Yet it is sufficiently clear that the 
existence of an organized body of the studeilts of a town 
will give a permanent strength to the Extension system, 
even in regard to its financial position, such as it could not 
have in any other way. 

But if Students' Associations are of use to the move- 
ment in this material aspect, we shall gain a higher idea of 
them when we consider the benefits which they confer on 
their individual members and so on the general education 
of the town where they exist. To the student they supple- 
ment in an admirable way the educational advantages which 
he gains from the lectures and classes and his private work, 
and this especially by organizing joint-work to be done 
either (i) before the lectures, (2) concurrently with them, or 
{3) as a sequel to them. 

In many cases half the advantage of a course of lectures 
is lost to a willing student, because of his want of previous 
acquaintance with the subject. Accordingly Students' 
Associations have often arranged for the month or two 
preceding the lectujses a course of reading and meetings for 
mutual discussion on the subject about to be treated by the 
lecturer. In some cases the lecturer himself has guided the 
direction to be taken in this preliminary work. The 



Il8 UNIVERSITY EXTENSION. 

lectures being started, it is the custom of most Students* 
Associations to meet weekly and discuss or illustrate points 
m connection with each lecture. The value of such meet- 
ings no doubt varies with the intellectual needs of the 
members and with the subject of the course. Thus^ 
Mr. Howson, Hon. Secretary of the Tyneside Students' 
Association writes: "In such subjects as ' Plant Life,' or 
* Animal Life,' these classes were very successful, because 
specimens were easily obtainable and prepared by the 
students themselves and their exhibition under microscopes 
formed good material for the class. In literature, history, 
or the more mathematical aspects of science, no such 
method was open, and discussion of papers was the only 
available system for conducting classes. Experience soon 
convinced the best students that one hour with a book or with 
a couple of friends was educationally worth a day passed in 
discussion of subjects in a, large group." Mr. Berry, the 
present Organizing Secretary of the Cambridge movement, 
and a lecturer of great experience, strikes a more hopeful note. 
" It may be said that not much profit can be obtained from 
the meeting together of a number of persons each of whom, 
is in difficulties, but it must be remembered, in the first 
place, that students differ indefinitely in knowledge and 
intelligence and the stronger can help their weaker brethren, 
and secondly, that if A and B have an equal number of 
weak points, A may be strong where B is weak or vice 
versa.'' Mr. Berry remarks that as the students will natu- 
rally discuss the same questions which have been set by the 
lecturer as the subjects of the weekly work, the result of 
such joint discussions may be a certain want of independence 
in the answers sent in. But the gain to students from such 
a discussion is almost alwa5^s greater than the loss. 

It may be added that occasionally, as at Exeter, it has 
been found convenient for the women students and men 
students to hold separate meetings. 



STUDENTS ASSOCIATIONS IN GREAT BRITAIN. II 9 

On the other hand, such meetings have united students 
of different social grades. Miss Cooper, of Plymouth^ 
writes : " Instead of ' classes and masses ' mixing, we have 
no * classes ' in the somewhat supercilious social sense of 
the word ; for in intellectual work these distinctions vanish 
and we do not consider the work which each contributes to 
the social fabric, but the value of the ideas which each pre- 
sents, and we are all learners and all teachers, more or less.'" 
In this way Students' Associations become a social institu- 
tion and provide some of those advantages which Universitj;- 
students gain in informal intercourse with one another and 
which are of no less value than the advantages of the 
academic lecture-room. 

A lecturer will occasionally attend the discussions of 
the Students' Associations, and he finds this a very con- 
venient way of coming into personal contact with the more 
earnest of his listeners. A still better opportunity is 
afforded when an association, as is often the case, opens the 
session with an informal conversazione. 

" When a course is over," as Mr. Berry remarks, " if 
the lecturer has done his work well, a number of the 
students will have a desire, more or less strong, to go on 
studying the subject." Here the Association steps in again, 
and arranges a " continuation class " if possible or a plan of 
reading drawn up by the lecturer. Or possibly some local 
gentleman or lady, possessing the necessary attainments 
may give a supplementary course on some parts of the 
subject, which the lecturer has had to pass over. 

In these ways it is clear that the value of a single 
course of lectures to the students attending it may be 
vastly increased by the agency of the association meetings. 

But it would be taking far too narrow a view of the 
benefits which have been derived and may be deiived from 
Students' Associations, if one should consider them merely 



I20 UNIVERSITY EXTENSION. 

as bodies subsidiary to the University Extension lecture 
system. They are already, to some extent — and are likely 
to become still more — federations in a town of all, rich or 
poor, men or women, who are fired with the love of knowl- 
edge and are eager to impart to their less fortunate comrades 
what they have attained for themselves. If an Association 
makes such an ideal its own, there is hardly a limit to its 
capacities for good. While a course of literary lectures is 
being delivered, the Association may devise some means 
of providing instruction for those who at the moment want 
help in mathematics or natural science. In the recess it 
may arrange excursions to places of historic interest or 
botanical or geological expeditions. Many of its more 
highly educated members may give an hour or so a week 
to instruct the less favored in some special branch of knowl- 
edge; or, what is no less useful, to read with them some 
master-work of literature or philosophy. Even men of age 
and standing in the town whose attainments in this or that 
subject are recognized, may be induced to give their names 
to the Association as willing to advise youger students in 
following in their footsteps. For, finally, what is wanted 
most of all by the mass of young men and women who 
have some desire for self-improvement is not so much direct 
instruction — for lectures, classes and books are common 
enough — but wise advice as to whom they should hear, 
what they should read, and how they should read it, and 
such sympathy in their studies as will take them through 
their early difficulties and keep ever in their minds the 
greatness and worthiness of the goal before them. 

It is because Students' Associations produce this 
atmosphere of brotherly sympathy, mutual help and stimu- 
lus that they are so powerful a means of increasing knowl- 
edge and the love of knowledge. For it is in the friendly 
play of two kindred minds that the quest for truth — so 



students' associations in great BRITAIN. 121 

Plato tells us — meets with most success ; and our own poet 
reminds us that there is nothing sweeter than knowledge so 
acquired. 

" For what delights can equal those 

That stir the spirit's inmost deeps, 
When one that loves and knows not reaps 
A truth from one that loves and knows ?" 

G. C. MOORE SMITH. 
St. John's College, Cambridge, September, i8gi. 



NOTES. 

New centres in connection with the Philadelphia 
Society have recently been formed in Doylestown, Bristol 
and Newtown, Pa., and in Vineland, N. J. 

A cpmmittee of the Educational Association of Louis- 
ville, Ky., has been appointed to arrange for University 
Extension courses, and a large meeting will be held at an 
early date to organize a society for this purpose. 

Extension courses in History, Chemistry and Latin 
have already been started in Cincinnati. Further courses 
in Biology and different branches of the mathematical 
sciences will be commenced at an early date. The lecturers 
are from the University of Cincinnati. 

In San Francisco a system of Extension work has 
been opened by courses from the professors of the University 
of California. The work has begun with great promise of 
success, and all the important branches of University study 
are represented in the different centres in the city. 

It is noteworthy that while Denmark and Austria have 
already undertaken University Extension, the Ministry of 
Education in France has appointed a committee to investi- 
gate the workings of the movement in England, and that 
delegates of the French Government were present at the 
Oxford Summer Meeting. 

In the October issue of the Educational Review, Pro- 
fessor Herbert B. Adams has a very interesting paper on 
the "American Pioneers of University Extension," showing 
the gradual development of this system in the United States, 
and thus explaining partly, the very rapid development of 
the movement under its present name. 



NOTES. 123 

« 

The Indianapolis Society opens its second season of 
Extension lectures on October 20th. Dr. James A. Wood- 
burn, of Indiana University, has been secured to give a 
course on American Political History, and Dr. Edward A. 
Ross for a course in Political Economy. Arrangements 
for other courses will be completed later. 

A number of the leading educators of the country have 
suggested the advisability of a Mid-winter Conference on the 
subject of Universit}^ Extension, to be held in Philadelphia, 
under the auspices of the American Society. Steps are being 
taken in this direction, and it is hoped that arrangements 
will soon be completed for such a meeting during the first 
week of January. 

The American Society is fortunate in having secured 
the services of Mr. M. E. Sadler, Secretary of the Oxford 
Delegacy, who is known to the readers of University 
Extension by his excellent volume on this movement and 
by his article in the August issue. Mr. Sadler lectures under 
the auspices of the Society during December and January 
of the coming winter. 

On September 22d at a meeting held at the University 
Club in Kansas City, a committee was formed to arrange 
for Extension courses in that city. The plan is to begin at 
an early date courses on different subjects by professors 
from the colleges and universities within a radius of one 
hundred miles. The lecturers will be drawn from the 
faculties of the State Universities of Kansas, Missouri and 
Nebraska and from other institutions. 

The University of Wisconsin has published a list of 
Extension courses to be given during the coming year, 
covering very thoroughly the different departments of 
Literature, History and Science. For the present, these 
courses will be given only where instructors can go 
without interfering with their class-room duties, but the 



124 UNIVERSITY EXTENSION. 

Regents express the hope that it will be found possible 
later to appoint regular lecturers in the University for 
Extension work. 

In the city of St. Paul the Academy of Science has 
been, for several years, engaged in what is properly speak- 
ing University Extension work. There is this year joint 
action on the part of three committees, the Alumnse 
Association, the Teachers' Association and the Academy 
of Science. Courses have been chosen to suit the 
varying needs and preferences of these bodies, and the 
entire harmony of endeavor has secured the necessary 
support of the movement with little effort. 

The Annual Meeting of the American Society for the 
Extension of University Teaching will be held in the audi- 
ence hall of the Young Men's Christian Association at 
Philadelphia, on the evening of November 3d. Addresses 
will be made by Provost Pepper, of the University of Penn- 
sylvania, Dr. E. J. James, President of the American 
Society, Dr. Chas. De Garmo, President of Swarthmore 
College, and others. The Annual Report of the Secretary 
will be read, and also the names of those who won certifi- 
cates during the past season from the Philadelphia Branch. 

One of those most prominent in connection with the 
English movement is Mr. H. J. Mackinder, Reader in 
Geography to the University of Oxford, and Staff Lecturer 
in the Oxford University Extension. Mr. Mackinder is 
one of the most brilliant of the Oxford lecturers, and 
those who have an opportunity of hearing him this winter 
will be especially fortunate. He is engaged by the Ameri- 
can Society to lecture under its auspices during the month 
of March, 1892. The Society has also engaged the ser- 
vices of Mr. W. Hudson Shaw, the well-known lecturer 
on History, of the Oxford Society, for the following 
season. 



NOTES. 



125 



The earnest work of Prof. Wilfred Munro, Director of 
University Extension for Brown University, is already bear- 
ing fruit. Rhode Island is like all of New England, very 
conservative, but once resolved in its mind to change, it 
enters on the proposed work with earnestness and vigor- 
Mount Pleasant, one of the suburbs of Providence, has 
founded a University Extension centre which has secured 
lectures by President Andrews, on English History. At 
Newport a meeting was held recently to consider the work 
of organizing a centre. The teachers of Providence have 
joined in engaging the services of University lecturers, and 
the centre under their charge promises to be very successful. 

An interesting effort is being made in Detroit, Mich., 
to gain the support of the Trades' Council to the work of 
University Extension. It seems especially fitting that such 
organizations, which are so powerful, should join in a move- 
ment, which, if not intended especially for the working 
classes, is certainly calculated to accomplish for them 
great results. The London Society for the Extension of 
University Teaching has been supported very largely by 
contributions from several Guilds of that city. Thus the 
money which, under former conditions, was given for the 
training of apprentices is, under our social conditions, 
being used for a precisely similar purpose in the education 
of the artisan class. 

The success of the effort to gain an appropriation from 
the New York Legislature was largely due to the circula- 
tion of the pamphlets of the American Society. The work 
in New York will be under the control of the University 
of the State, as soon as the Department of University 
Extension is thoroughly organized. Meanwhile the work 
is progressing in different sections ; and recently at Yonkers, 
under the auspices of the Young Men's Christian Associa- 
tion, a meeting was held for the purpose of considering the 



126 UNIVERSITY EXTENSION. 

movement. After an address by Mr. G. F. James, of Phila- 
delphia, representing the American Society, steps were 
taken to organize a Local Centre, and a committee was 
formed, with Mr. Theodore Oilman, President of the Y. M. 
C. A., as chairman. 

The development of University Extension work 
through the State of Pennsylvania is still rapid. On the 
evening of September 24th, there was a citizens' meeting 
at Reading, in the Girls' High School, where there was a 
discussion of this movement by Mr. George Francis James, 
of Philadelphia, after which a committee was formed for 
the purpose of directing the work in that city. On the 
evening of October 2d, a meeting was held in Lancaster, at 
the rooms of the Young Men's Christian Association, in 
order to gain a full understanding of the system and to dis- 
cuss the feasibility of organizing the work in that city. 
Among those prominent in the effort are Supt. R. K. 
Buehrle, Prof. J. B. Kershner, Dr. J. S. Starr, and the lead- 
ing ministers of the city. It was resolved to make a 
beginning of the work, and arrange for at least one unit 
course before the holidays. Two centres have been organ- 
ized in Scranton, and the work is assuming form in Car- 
bondale, Pittston, Honesdale, Wilkes-Barre and other cities 
of that section. 

The Biblical Institute is to be held in Philadelphia dur- 
ing the holidays under the auspices of the American Society 
for the Extension ofUniversity Teaching, and the American 
Institute for Sacred Literature, for the general discussion of 
" The Pentateuch." The Institute is to hold four sessions 
and the leading Biblical scholars of America are invited to 
present both sides of the question. There will be, first, a 
general discussion on the question and the problems that 
are involved in it. The special topics to be discussed are 
Arguments from Language and Style, Historical Material, 



NOTES. 127 

The Religious Development of Israel, Effect of Biblical 
Criticism upon the Doctrine of Inspiration, Effect on Per- 
sonal Faith. Among the speakers chosen are President 
W. R. Harper, of the Chicago University ; Professor R. W. 
Rogers, of Dickinson College ; Professor E. C. Bissell, of 
Hartford ; Professor Francis Brown ; Professor Willis J. 
Beecher, of Auburn, N. Y. ; Professor E. P. Gould ; Pro- 
fessor William Henry Green, of Princeton ; Professor Syl- 
vester Burnham, of Hamilton, and Professor George S. 
Burroughs, of Amherst. 

In the article on Students' Associations, in this issue, 
our readers will notice the suggestion that where the exer- 
cises on the weekly lectures are discussed beforehand by 
the Students' Associations, the papers handed in are less 
likely to represent the independent work of the student. 
There is truth in the suggestion, but the experience of Mr. 
Mackinder goes to prove that such discussion is of great 
benefit in arousing the student to deeper thinking, and more 
original work. In a small company at Oxford last summer 
this point was considered. Mr. Mackinder spoke warmly 
in favor of the plan of previous discussion. If the 
student finds that his own thought meets doubt and dis- 
approval he is likely to study deeper to verify its truth or 
falsity. But there is another aspect in which the Students' 
Association is an important assistance to the lecturer. Mr. 
Mackinder has found it most valuable in suggesting topics 
for class work. He tries to secure some member of the 
Association as his weekly correspondent, to send him an 
account of each meeting of the Association. In this way 
the lecturer sees at a glance the difificulties to be cleared up, 
and what aspect of the subject needs fuller explanation. He 
thus goes to the class ready to direct work at the outset, 
instead of wasting time in finding out what needs to be done. 



128 UNIVERSITY EXTENSION. 

The Lecture Association of the University of 
Pennsylvania, has just issued in very neat form, the 
schedule of lectures for the season of 1881-92. The list 
is a very attractive one embracing courses by Professor 
Boyesen, of Columbia, on "The Norse Sagas ;" by Mr. Ed- 
mund C. Stedman on " The Nature and Elements of 
Poetry ;" by Dr. John P. Peters on " The Religious History 
of Israel ;" by Mr. H. J. Mackinder on the " Great Commer- 
cial Cities of History." Other courses of an especially 
interesting nature are " The Old English Dramatists," by 
Mrs. Winslow ; " The Religious Drama of the Middle 
Ages," by Professor E. G. Daves ; " French Art," by Mr. 
W. C. Brownell ; " Phases of Ancient Worship," by Pro- 
fessor Morris Jastrow, Jr., and " Early Religious Ideas," 
by Mrs. Sarah Y. Stevenson. The Lecture Association 
was founded in the winter of 1887-88, and was, from the 
first, very successful. Many will remember the lectures 
by the distinguished Archaeologist, Lanciani, Governmental 
Director of Excavations for Italy. Other well-known men 
who have lectured under its auspices, are the elder Coque- 
lin, Professor Royce of Harvard, Dr. Henri Hyvernat and 
Mr. John Fiske. Mr. George Henderson was appointed 
Secretary of the Association during the past year, and 
within eight months the membership of the Association 
increased from 310 to nearly 1400. 



University Extension. 



THE EDUCATIONAL VALUE OF EUROPEAN 
HISTORY. 



"... They themselves measuring themselves by themselves, and com- 
paring themselves with themselves, are without understanding." — St. Paul, 

^^HERE is a Strong and perfectly natural tendency to give 
^ to the history of our own country a prominent place 
in all our schemes of education, whether public or 
private. We involuntarily ascribe a high educational value 
to the study of matters intimately connected with our 
national development and look upon the history of other 
nations as of distinctly secondary importance. This opin- 
ion is reinforced by a patriotic pride in our own achieve- 
ments which, while laudable and often perfectly justifiable, 
may still lead us astray. Many who would occupy the 
standpoint which has just been described would reject 
without hesitation the idea that one must defer going to 
Europe until he has seen his own country: but do not both 
these beliefs rest on the same misapprehension ? Is the 
educational value of American history really commensurate 
with the significance of its subject-matter for Americans ? 
Or may not the history of other nations be from many 
points of view, a more significant feature of our college 
curriculums and projects for private study ? A careful con- 
sideration of what may be hoped for from historical study 
in general, is necessarily involved in the answer to this 



130 UNIVERSITY EXTENSION. 

question. In the following brief article only some of the 
main points can be touched upon. 

Even if it be admitted that an understanding of our 
own institutions and their development be the aim of a large 
part, at least, of our historical study, it may be doubted 
whether an exhaustive examination of these institutions 
themselves is the shortest and most satisfactory way to 
reach the desired end. We do not gain self-knowledge by 
looking in our own faces but by considering others and so 
becoming conscious of our peculiarities. It is a funda- 
mental law of all perception that it is dependent upon con- 
trast and change. Habit and familiarity blind us but sharp 
contrast awakens our perception. 

Now we are all Americans ; that is to say we have all 
been surrounded by a given political and social atmosphere 
from our birth. We are thus in no position to understand 
our institutions. The more vitally important these are and 
the more inherent the peculiarities of our civilization the 
less apt we are to become conscious of them. One might, 
for example, read an exhaustive treatise upon the right of 
Habeas Corpus and still miss entirely the true significance 
of the institution. One, however, who without even the 
least technical knowledge of the subject, learned some- 
thing of the elder Mirabeau and of his partiality for Lettres 
de Cachet could not remain ignorant of the true character 
of the famous provision in the Great Charter prohibiting 
arbitrary imprisonment. When Professor Dicey, in his 
admirable work on the Law of the Constitution, wants to 
make plain the true character of some of the most import- 
ant conceptions of the English law, he does it, not by a 
minute description of the law from an English standpoint, 
but by an account of the conditions which prevail in France. 
We must know w!iat a thing is not, in order to preceive 
what it is. " The vale best discovereth the hill." To a 
neglect of this principle many of the most discouraging 



EDUCATIONAL VALUE OF EUROPEAN HISTORY. I3I 

failures in teaching may be attributed. The student has 
too often a considerable formal knowledge of a subject 
which is at first deceptive, but which upon closer consider- 
ation, proves to want the necessary basis which a grasp of 
the fundamental ideas alone gives. Thus an exclusive or 
€ven preponderating attention to our own development may 
defeat the end we have in view in undertaking a study of 
American history. 

History has always been regarded, and very justly, as 
' an excellent means for broadening the mind. Many, how- 
ever, who would be loudest in extolHng this merit of histor- 
ical study and some even of those who had experienced 
happy results from an attention to history, would be puzzled 
to tell in what the broadening consists. They might thus 
easily fail to hit upon the best means for promoting this end. 
Broadening, or culture, does not consist, as is coming more 
and more to be recognized, in knowledge, primarily or even 
principally, but rather in a changed point of view — in a 
new attitude of mind which may help us to see any new 
fact or event which is presented to us in its true perspec- 
tive. All knowledge ought to subserve the purposes of 
culture, knowledge being undoubtedly one of the chief 
means we have of improving our faculties. No American 
could study carefully the history of our own Revolutionary 
War, or of the events leading up to the Civil War, without 
somewhat modifying his standpoint, and, perhaps, had he 
previously held an opinion based on hearsay, entirely 
altering his views. This, however, illustrates partial and 
specific changes in our attitude toward certain definite 
events, rather than any general alteration of our mental 
make-up. If an equal amount of time devoted to any other 
topic would, however, produce such a general change and 
enable one to see the whole field of human development in 
a new and truer light, then, for purposes of culture, that 
subject of study would obviously be preferable to those 



132 UNIVERSITY EXTENSION. 

mentioned. There is always danger of exaggerating tlie 
importance of things near us and it is important that we 
should sometimes leave everything aside which could in 
the slightest degree relate to ourselves, or, if this is not 
possible, at least select something remote from us for con- 
sideration. We thus cultivate that most important side of 
true culture, objectivity, as the Germans call it. Intellectual 
culture, like moral culture, precludes selfishness. If this 
view of what " broadening " means is a true one, it is in the 
recently discovered history of Assyria, in phases of Grecian 
and Roman civilization, or in the peculiar conditions and 
thought of the Middle Ages, rather than from a study of 
the United States, England, or even recent continental 
history that we are to look for the most efficient means of 
culture. Unfortunately, however, it is impossible to find 
any one subject of study which embraces all the possible 
advantages. The historical sources of these more remote 
epochs are either from the language in which they are 
written, or their inaccessibility in general, unavailable for 
the ordinary reader. This seems to be a great drawback. 
Heretofore any attention to the sources has been 
excluded by a false view of the meaning and intent of his- 
torical study. So long as our aim is to acquire information 
instead of culture, there is little time left for a consideration 
of the sources, nor would it be worth while to give much 
attention to them, for as facts they are relatively unim- 
portant. Sadly enough, this view of history is still preva- 
lent. It is rather the actions of individuals than the spirit 
of men that engage us. Voltaire, with all his faults as a 
historian, had at least a far more advanced conception of 
history than too many of his successors. " C'est encore 
plus dhm grand siede que d'un grand roi que j'ecris 
thistoirey — " I propose to write the history rather of a 
great century than of a great king." There is a very 
general feeling that dates and history are more or less 



EDUCATIONAL VALUE OF EUROPEAN HISTORY. 1 33 

synonomous terms. Yet one who understands and feels 
the meaning of Nicolo Pisano's reliefs at Pisa or the 
Laurentian Library at Florence, or has amused himself 
with Cellini's cheerful memoirs, may know in this perfectly 
heterodox fashion more of the Renaissance than another 
who could give the names and order of Popes, Emperors 
and municipal despots during three long centuries. 

In the natural sciences everything is taught by types. 
The careful study of a characteristic organization is judged 
the best introduction to the whole animal or vegetable 
world. The method pursued in history, on the contrary, 
is to begin with the general, with names and numbers 
having absolutely no content for the beginner. " Charles 
the Fourth, of France, died in 1328," is an empty formula 
until some meaning be attached to the terms. The 
beginner knows neither what Charles the Fourth nor what 
1328 means. A merciful friend of mine recently expressed 
his regret that Germany should have have had three 
Emperors in one year, in view of the expenditure of energy 
which the circumstance entails both upon the German boys 
and girls and for those who teach them history. " With- 
out a minuteness of detail sufficient to make its scenes 
dramatic and give us a lively sympathy with the actors, a 
narrative history can have little value and still less charm.* 

Among the good results which would be brought 
about by adopting the methods of Natural History and 
considering carefully short but important periods, would be 
the possibility of attending to the sources. An enlightened 
use of the sources would have two main advantages. It 
would enhance the value of our knowledge by rendering it 
at once more vivid and more directly the result of our own 
efforts. Secondly, it would improve our judgment and 
increase our power of discrimination. 

*Prof. Biyce. 



134 UNIVERSITY EXTENSION. 

The production of books is now carried to an extent 
unknown in the past and there is every reason to suppose 
that the rate of increase will be maintained. As only a 
relatively very small number of these can be used by any 
one person, and as the best should, of course, be preferred,, 
every means which tends to cultivate our critical faculties, 
should be encouraged. One with no literary discrimination 
left among the ever-increasing masses of printed matter is. 
certain to fall a victim to intellectual mal-assimilation and 
inanition. 

The study of historic sources offers an excellent means 
tor cultivating this most essential faculty. We learn to 
handle books with a certain tact the lack of which is so 
apparent in the ordinary book review. By acquainting 
ourselves with the material for even a short period of 
history, we trace the process of writing all history. We 
learn to estimate secondary authorities and become familiar 
with the pitfalls which await historical writers. All ex- 
perience of this kind will be found available outside the 
department where we have gained it, often aiding us better 
to estimate work in widely different fields. It is, therefore, 
a great misfortune that the periods which have most to 
offer the student are least easily approached in the original 
sources, and that our ignorance as a nation of all languages 
but our own should exclude us in a measure from the most 
fruitful fields of historical study. Those who have a work- 
ing knowledge of Greek, Latin, French, German or Italian 
have a great advantage in this respect. Those who do not 
possess this knowledge can, however, gain much from a 
study based upon the sources of some periods of English 
history ; for example, that of the Civil Wars, or even of 
one of the great crises in our own history. 

On examination it appears then that the educational 
value of the history of our own land is much inferior to 
that of other history. And, furthermore, leaving aside the 



EDUCATIONAL VALUE OF EUROPEAN HISTORY. 1 35 

possible significance of history as a means of culture, and 
considering simply the knowledge of the true character of 
our national progress as an end, this progress may be 
easiest reached by a due attention to the course of develop- 
ment in other nations. Moreover, by approaching the 
study of history in a different way from that heretofore pur- 
sued we may not only gain a truer conception of all human 
progress, but, by digging deeper, reach at points the bed- 
rock upon which the structure of history rests. 

JAMES HARVEY ROBINSON. 
University of Pennsylvania, October. j8gi. i 



RECENT DEVELOPMENTS IN ENGLAND. 



^T^HE following paper is a report submitted by Mr. Walter 
^ C. Douglas, General Secretary of the Young Men's 
Christian Association of Philadelphia, who was delegated • 
by the American Society, to study, during the past sum- 
mer, the recent developments of University Extension in 
England. 

Dr. Edmund J. James. 

PRESIDENT AMERICAN SOCIETY FOR THE EXTENSION 
OF UNIVERSITY TEACHING. 

Dear Sir: — I beg leave to submit the following report 
of my observations of University Extension abroad during 
the past summer : 

The first question investigated was the measure of 
recognition given to the University Extension abroad, first, 
by the great Universities ; secondly, by the Government of 
Great Britain, and, lastly, by other countries. 

The Universities of Great Britain have recognized it 
by direct participation, by control of its machinery, by 
University examination, by extending facilities of the Uni- 
versity buildings and laboratories, by pecuniary aid, and, 
lastly, by the recognition of results and honoring of certifi- 
cates. In cases where permanency is assured to centres, 
the Extension students passing certain examinations are 
admitted to the Universities as second-year students. In 
other words, the recognition is complete, that this is genu- 
ine University teaching ^nd attains the same results of 
knowledge as are attained by resident students.. 



RECENT DEVELOPMENTS IN ENGLAND. 1 37 

The Government recognition of the work is no less 
complete, A Special Spirits tax has recently placed at the 
disposal of the British Government, annually, the sum of 
about three and a half million of dollars, which the Govern- 
ment finally decided to give to County Councils with an 
intimation or permissive suggestion that it should be used 
for technical education. The County Councils, although 
not primarily educational bodies, are acting upon this sug- 
gestion. The question presented itself, what will be the 
best agency for creating the necessary educational machin- 
ery and applying this money? The result has been the 
recognition of University Extension methods as the best 
and the practical endowment of the scientific side of Uni- 
versity Extension in the various local centres by this 
means. The West Ridings of Yorkshire alone appropri- 
ated ^140,000 in this way this year. The question ot 
Government aid by a direct Treasury grant to the literary 
and historical side of Extension work is now being agitateol. 
To make skilled workmen is good ; to make intelligent 
citizens is even more important. 

The recognition by other nations of this as a new and 
permanent factor of higher education is equally strong. In 
Austria and Denmark it has taken practical form, and the 
French Government sent two Commissioners to attend the 
Summer Schools and study the movement in Great Britain 
this year. 

The effect of University Extension, both upon the 
Universities themselves and upon the people, is worthy of 
note. The Universities have gained sympathy and good- 
will from the masses. They are considered to be fulfilling 
their missions as national institutions as they have never 
done before. Popular prejudice has been tempered and to- 
day they are stronger in the regard of the English public 
than for generations past. In fact, University Extension in 
Great Britain has modified public opinion in an important 



1 38 UNIVERSITY EXTENSION. 

direction, and has wrought substantial gain for the Univer- 
sities that originated and are pushing it. The movement 
has, perhaps, been as timely for the Universities themselves 
as it has been for the masses needing and awaiting their 
aid. 

The next question was, what are the ideals of this work 
on the part of the Universities and on the part of the stu- 
dents ? What will be its ultimate development as to each ? 
Here there was divergence* of views among the leaders. 
There was agreement, however, that the result would not 
be the formation of permanent local colleges with resident 
professors, but a floating democratic national University 
with local committees, but non-resident lecturers, having 
local management and support, but always in touch with 
the great Universities. Thus the Universities in their scope 
would be truly national and University Extension would be 
co-extensive with the nation. The establishment of local 
colleges, with a resident professoriate cut off from the Uni- 
versities, would have its limited number of students, who 
would be largely " professional " students, would not touch 
the masses of people, would lack the spirit and the aims of 
University Extension, and would fail to reach the general 
public with higher education. The opinion seems to be 
that this has been the actual result where Extension work 
has resulted in strictly local colleges. 

The ideal of the student brought out an interesting 
discussion and a classification of Extension students into 
the professional and the amateur, i. e.^ the few who studied 
for the value of the certificate and the "bread and meat" 
side of education, and the many who studied from a desire 
for culture and a love of knowledge. The great mass of 
students will be " amateurs " in this sense, and it should 
ever be kept so. The Universities have already, as stated, 
agreed to waive one of the three years of residence now re- 
quired of students taking certain courses at affiliated cen- 



RECENT DEVELOPMENTS IN ENGLAND. 1 39 

tres. By their Summer Schools they are affording oppor- 
tunities of residence in the " University atmosphere," upon 
which so much stress is laid in England. Will this grad- 
ually be extended until by and by the Extension Student 
can obtain his University degree ? The Science and Art 
Department, which is a Government institution authorized 
to license teachers, and with which South Kensington Col- 
lege is connected, now nominally recognizes University 
Extension certificates and an effort is being made to induce 
the London School Board to do the same. 

Immediately bearing upon, and, indeed, deciding this 
question, is that of consecutive work. The desirability of 
sequence of courses and of graded and thorough work, is 
recognized by all. This is the purpose of Extension. 
Long courses of twelve are better than short courses of six 
lectures. Sequence is better than jumping from one sub- 
ject to another foreign to it. University Extension, with a 
steady movement, is all the time approaching this end. But 
there are many other things to be considered as it goes 
along. University Extension must please and interest the 
public as well as do thorough work. There must be large 
meetings at first to impress the public imagination and 
arouse interest. The financial question abides with us. In 
other words, the consensus of opinion is that it will not do 
to be too dogmatic or doctrinaire about this ; there must be 
elasticity and a spirit of accommodation to local situations. 
There must be no dictation, but suggestion and advice to 
local centres. The control of a locality and its courses or 
standards of work is not by dictation, but by keeping ex- 
aminations and certificates in the hands of the General 
Association ; this is and will be the true and effective mould- 
ing power in the movement that will, by and by, secure a 
uniform standard and thorough work. Oxford still has a 
number of centres with courses of six lectures. But Ox- 
ford no longer issues certificates on six lectures. Press the 



I40 UNIVERSITY EXTENSION. 

importance of this always, they say, but con mlt the con- 
venience and wishes of localities and the present need and 
development of the movement. Higher education has 
never been maintained without endowment or State aid. 
This will be no exception, and we must create conditions 
and be practical about it. 

This naturally leads to the question of aid and endow- 
ment. There are two possible sources, munificence of in- 
dividuals and State aid. The latter has some drawbacks in 
the question of administration to merely local and perhaps 
transient University Extension committees and in possible 
interference by the Government and thus the loss of elas- 
ticity and adaptability on the part of Extension. But they 
seem to see a way out of all this abroad, and already, as 
stated, University Extension is now practically endowed 
locally on its scientific and technical side. They are also 
about to ask treasury grants for the other, the literary and 
historical side. The general societies have no endowment 
and depend upon the Universities and individuals for help. 
In this connection two forms of their work may be noticed. 
In Norfolk, the County Council made a grant for University 
Extension under the provision mentioned. It was thought 
that, as the teachers were nearer the people, it would be 
better to begin with them. Accordingly, the teachers met 
on Saturday mornings for Extension lectures and laboratory 
work ; the experiment was very successful. 

University Extension does a large work among the 
farmers through lectures upon the chemistry of common 
life and upon subjects relating to agriculture. They are 
taught to use their faculties of observation and reasoning. 
In these directions, perhaps in our own country lies the 
basis of State aid, for the reception and administration of 
which State organizations could be created. This suggests 
the question whether the benefits of this work can be ex- 
tended to the isolated student, the son and daughter in the 



RECENT DEVELOPMENTS IN ENGLAND, I4I 

American farm house, as well as to the grocer in the village. 
After experimenting with home work, it has practically- 
been given up for the present by the Extension Societies. 
An organization known as the Home Reading Union is 
doing a large work in the line indicated by its name. The 
leading men of the University movement agree, that for the 
present, all energies and resources had better be directed to 
work at centres. It is proper here to state that the con- 
ditions in England, both as to the numbers and intellectual 
characteristics of the occupants of farm houses are very 
different from the United States, which fact is appreciated 
there as well as here. 

The matter of country or district work and the secur- 
ing of co-operation of groups of centres is growing. A 
small number of centres acting together can take the en- 
tire time of a lecturer. Their representatives meet once a 
year and agree upon courses. This secures economy and 
efficiency of work. Practically Extension lecturers must 
reside for the season in the neighborhood; and this they can 
do by this co-operation of centres. 

They have given thought to the representative character 
of local committees, which becomes very important in view 
of State aid. Many centres have suffered by gradually 
falling into the hands of a clique. In reply to the question 
"What are the most fruitful sources of failure?" only two 
answers were received, viz. : poor lecturers, and local cen- 
tres falling into and remaining in the hands of a clique, i. e. 
ceasing to be representative of all the important elements 
of a community. Existing institutions, all sects and par- 
ties, school boards or public municipal bodies and the stu- 
dents themselves, should be represented on the Committees 
of Management according to the present English view. 

The suggestion of poor lecturers as the other cause of 
failure, brings up a vital question, viz. : Whence are to come 
the lecturers for this field ? As the present regular staffs 



142 UNIVERSITY EXTENSION. 

of Universities have their hands full, this new calling must 
be supplied from other sources. As a matter of fact, there 
is in England a distinct and permanent staff of University 
Extension lecturers. They are tested and in some cases a 
fixed sum is guaranteed to them. They have their own 
style, and unite the University standard of teaching with 
popular platform qualities. There are young scientific and 
literary lecturers, imbued with the new, the University Ex- 
tensions spirit, enthusiastic, understanding people, and with 
fine power of exposition. But the question of the future is 
the securing of sufficient endowment in some form to make 
it possible to reach brilliant'men and hold them in this work 
for the earlier years of their life, at least. 

The suggestion of having bright Extension students 
repeat the courses of older lecturers to smaller centres has 
been tried with fairly good results, but it is not regarded 
with favor by lecturers. There is a grave danger in organ- 
izing new centres ahead of the visible supply of lecturers. 
Poor lecturers will cause failure and reaction, and will set 
back University Extension in a locality for years. 

The question of fixed syllabi has had both discussion 
and experiment, and both are against the attempt to force 
upon lecturers any syllabi other than their own. The 
scientific and art courses in England suffered by rigid 
syllabi. At first a small outline is printed, and if that is 
successful, then a full abstract. They are prepared by lec- 
turers without extra charge as part of their duties. The 
syllabi generally pay. For instance, in London, 500 
were printed for ;^22.6o, and 250 sold for ;^3 1.25. In one 
society the lecturers print their own syllabi and thus take 
the risk of profit or loss. 

As to correspondence work in languages, there is none 
being done, although in a class upon Dante, 6 pupils inci- 
dentally acquired a fair knowledge of Italian. 



RECENT DEVELOPMENTS IN ENGLAND. 1 43 

The finances demand much attention. The London 
Society receives money from individuals and from the 
guilds or companies of London. They are considering 
the advisability of increasing the privileges of subscribers 
by giving to them lectures by eminent men in large centres. 
This society uses popular lecturers to prepare the way for 
University Extension. The Gilchrist Lecture Fund was 
left to further the interests of education in any way that 
might seem best to the Trustees. They have decided that 
this is a most effectual way, and accordingly give short 
popular courses to prepare the way for University Exten- 
sion work. 

The practical endowment of the technical and scien- 
tific side of University Extension work in Great Britain 
has brought to the front a very important question. In the 
rage to-day for technical and scientific education, and in 
view of the large appropriations for this purpose it is felt 
that there is great danger of neglecting the historical and 
literary. The danger in England on this point is great. 
University opinion, however, is thoroughly aroused. 
Observation has shown that those who have taken scientific 
studies not so immediately applicable to technical work 
are better students and more valuable men. They have 
better trained minds than those tempted away by the bribe 
of immediate money-making application. There is too 
much tendency to be devoted to applied sciences rather 
than to the broader studies and abstract sciences allied to 
historical and literary study. There seems no danger that 
with the aid offered the technical and scientific side will be 
neglected. Therefore the historical and literary side should 
be emphasized in programmes. It is felt by many, how- 
ever, that both in towns and in the agricultural districts, the 
technical, the bread-and-meat side, must be pressed at first, 
so as to secure attention, and thus lead to the higher and 
more abstract studies that make the citizen. It should always, 



144 UNIVERSITY EXTENSION. 

however, be made plain that University Extension deals 
only with the sciences that underlie or bear on these prac- 
tical things, not the arts themselves. The question how 
to meet the danger to the historical and literary side from 
the many inducements offered to the scientific and tech- 
nical, was also met by the suggestion that universities offer 
further recognition to sequence of study in these things. 
It is claimed that every advance that has come has followed 
such offer of recognition from some University. 

The Summer School unquestionably fills an important 
place in the English movement. At Cambridge it enables 
students without those privileges at local centres to spend 
some weeks in laboratory work. At Oxford, it gives 
opportunity for conference, and presents highly interesting, 
stimulating and suggestive courses of lectures to the leaders 
among the Extension students of England, who gather in 
large numbers. A system of scholarships enables deserv- 
ing students to avail themselves of these schools, which 
also afford valuable help and suggestions to new lecturers. 
Students' Associations in a number of places have proved 
an undoubted force in the work. One function of these is 
to continue interest and study between terms. They 
generally continue to meet after the courses. Quite a 
feature of their work is to organize excursions of various 
kinds in connection with the studies. As to the English 
views on organization, they may be summed up by stating 
that London affords their model of organization for large 
cities ; for the nation, it is the co-operation of Universities. 

It seerhed very desirable to secure the presence at the 
headquarters of the American Society, for even a short 
time, this winter of Mr. M, E. Sadler, University Extension 
Lecturer, Secretary of the Oxford Society, Officer of Christ 
Church College, and a leader in the whole Extension 
work, second to no one in Great Britain The difficulties 
in the way of Mr. Sadler's leaving England for even a short 



RECENT DEVELOPMENTS IN ENGLAND. 1 45 

i\)hte seemed v»ry great, but the importance of giving aid in 
its formative period to a similar work in a nation of sixty- 
five millions of English-speaking people was also great. 
Mr. Sadler's own consent was finally secured, and then a 
recommendation to the same effect from the officers of 
Christ Church College. His presence with us this winter 
will be full of suggestion and helpfulness. 

I have lightly touched upon the above points and 
entered into no discussion of them, for reason that they are 
fully considered in recent English publications now in our 
hands. These publications and the full set of blanks and lit- 
erature of London, Oxford and Cambridge, already delivered, 
also illustrate and explain the methods of the work abroad 
in all of its aspects. 

WALTER C. DOUGLAS. 
Philadelphia, October, i8gi> 



THE LOWELL INSTITUTE IN BOSTON. 



^ELDOM has there been established in any city an educa- 
(Jy tive work so valuable, so far-reaching, and so direct 
in its results as that of the Lowell Institute in Boston. 
Never was there a great work that was perhaps so wholly 
free from any elaborate machinery, and almost, one might 
say, without material expression. There is no Lowell 
Institute in the form of a building; the "Institute" is wholly 
immaterial, and is an idea rather than an edifice. To the 
stranger in Boston who might inquire as to the locality of 
the Lowell Institute, the resident could only reply as did 
the character in Mr. Aldrich's clever story, " There is no 
Margery Daw." Possibly few of the great concourse of 
people who avail themselves, year after year, of the benefi- 
cent opportunities offered in the noble courses of free lec- 
tures delivered under its auspices have ever paused to 
consider that never was a people's college — for it is practi- 
cally that — more entirely held true to the intellectual idea 
alone, in no way mingled with material paraphernalis, than 
is this institution, which, in the usual sense, is not an insti- 
tution at all. 

The idea of the Lowell Institute dates back a little 
tnore than half a century — to 1830, when a noble and great- 
hearted man, John Lowell, left a bequest of ;^237,ooo, one- 
half his estate, " to found and sustain free lectures on speci- 
fied subjects; to provide' for regular courses of free public 

lectures upon the most important branches of natural and 
346 



THE LOWELL INSTITUTE IN BOSTON. I47 

moral science, to be annually delivered in the city of 
• Boston." 

John Lowell was the son of Francis C. Lowell, for 
whom the manufacturing city of Lowell, Massachusetts, 
was named. He was a man of refined tastes, of vigorous 
intellect and of profound and extensive reading. But his 
powers ot endurance were limited by very delicate health 
and this, with a fondness for change, made him a noted 
traveler in the days when extensive foreign travel was the 
happy exception of the more favored lives rather than the 
somewhat matter-of-course routine of the present. While 
in Thebes he wrote a supplemental codicil to his will, giv- 
ing more definite instructions regarding the conduct of these 
lectures. He appointed a near relative, John Amory 
Lowell, to be the trustee of this bequest, which at that time 
was the largest sum ever given to the cause of public edu- 
cation, save the bequest of Mr. Stephen Girard. Mr. Lowell's 
will provided that none of this money was to be used for 
buildings, and that ten per cent, of the income of the fund 
was to be set aside annually for its perpetuation. An- 
other condition of the bequest is that each succeding 
trustee is to be a lineal descendant of the Lowell family, 
and a curious feature of it is this : that each trustee, within 
one year from his accession to the trust, must file in the 
Archives of the Boston Athenaeum a sealed paper contain- 
ing the name of his successor, and that " some name 
unknown to all but the trustee must be so deposited." The 
accounts are to be annually exposed to the trustees of the 
Boston Athenaeum, they having authority, however, only to 
view them. 

This seems to be devised as a moral safeguard, only, 
in place of any legal one. Although no portion of the fund 
may be diverted for building purposes, it may be drawn on 
for rent. The selection of the lectures is absolutely under 
the personal control of the trustee in charge. 



148 UNIVERSITY EXTENSIOxM. 

Beside provision for the lectures, it was also stipulated 
that a system of free instruction in drawing, for mechanics' 
and artisans, should be arranged, and this was continued 
until 1878, and is now. developed into the Lowell School of 
Practical Design. 

Previous to 1878 the lectures were dehvered in a build- 
ing, now removed, that stood on Washington Street, 
between Winter and Bromfield and was entered through 
one of those odd passage-ways in which the older part of 
Boston abounds, and which is now occupied by the Arch- 
way book store. 

It was on December i, 1839, that the Lowell Institute 
was inaugurated by an address from Edward Everett who 
*was then the ideal orator of Boston. His presence threw 
a glamor of enchantment on every occasion, and no festival 
of scholarship was complete without the crowning grace 
lent by the elegance and polished beauty of his eloquence. 

The most eminent lecturers of England, America and 
Germany have been heard on this platform. To have lec- 
tured before the Lowell Institute, indeed, is a cachet of the 
highest and most coveted distinction. It is here that the 
great Agassis was first publicly heard in America, and here 
that the ablest modern thought in science, belles-lettres^ 
sociology, art, archaeology, political and moral science, has 
been presented. Here have been heard Sir Charles Lyell, 
Silliman, Tyndall, Palfrey, Charles C. Perkins, Lowell, 
Whipple, Howells, Bayard Taylor, Dr. Wilder, Professor 
Rogers, Prof Lanciani of Rome, Dr. Edward Freeman 
Dr. Holmes, Edmund Gosse, Charles Eliot Norton^ 
Dr. Carl Lumholtz, the distinguished ethnologist, Dr. 
Humphrey Storer, Dr. Walter Channing, Dr. John C. 
Warren, and many another whose name is famous in art, 
science or literature. 

John Lowell died at Bombay in the thirty-seventh year 
of his age. His character was one of those that have gone 



THE LOWELL INSTITUTE IN BOSTON, I49 

to make New England, and through New England an 
entire country, nobler and more exalted ; the characters 
that stamp life with true ideals, and hold it amenable to 
standards of genuine worth, of faith, of enthusiasm for 
humanity, and reverence for God. 

Mr, Augustus Lowell is the present trustee. His 
brother, Mr. Lawrence Lowell, is known as a writer on 
poltical science, and far more widely is known his son, Mr. 
Percival Lowell, as the author of one of the choicest and 
most exquisite works ever written, entitled " The Soul of 
the Far East." It is a work profoundly introspective, and 
full of delicate divination and exquisite interpretation of the 
mystic inner nature of Oriental life. 

More than fifty years ago the noble intellect and 
generous sympathies of John Lowell conceived the pos- 
sibilities of a great work which foreshadowed that of 
University Extension, It was the first approach in America 
to the work that is now assuming grand proportions and 
thrilling the hearts of all who realize the brotherhood of 
humanity, and who feel, with Mr. Emerson, that " It is as 
great a loss to us that others should be low as that we 
should be low, for we must have society." 

While the lectures are free to all, the art of selection is 
held by means of tickets, without which the public are not 
admitted. The method adopted is to advertise in all the 
daily journals of the city that on a designated morning the 
tickets for a certain course of Lowell Institute lectures will 
be given to applicants at a designated place, not more than 
four tickets being given to one person, and the order is 
merely that of line, and the "first come, first served " prin- 
ciple. Provided with these the audience assembles, and 
when the room is filled the doors are closed. 

Huntingdon Hall, in the Institute of Technology, has 
been used since 1878 for the lectures, which usually open 



1^0 UNIVERSITY EXTENSION. 

in November, and continue until April, being given ob 
Tuesday and Friday evenings of each week. 

The unfailing beneficence of this bequest, which has 
already given such noble opportunities to successive gener- 
ations, is one that can be referred to only with the gladness 
of gratitude. The Lowell Institute is an intellectual fountain 
flowing without money and without price that whosoever 
will may partake freely. 

LILIAN WHITINa 

Boston, October, i8gi. 



INTRODUCTION TO UNIVERSITY EXTENSION 
STUDY OF POLITICAL ECONOMY. 



[The first of a series of lessons on Political Economy will appear in the 
January number of this journal. The present' paper and one which is to 
follow in the December number are introductory to the series and are intended 
to present (i) certain preliminary distinctions, and (2) certain helpful practical 
suggestions.] 

PRELIMINARY DISTINCTIONS. 

^^HERE is a simple but vital distinction between the 
^^ manner in which an economist and a historian, say, 
or a social philosopher looks upon questions which over- 
lap their different fields of investigation. The standpoint 
is a different one. This is sometimes expressed by saying 
that the question is to be separated into its historic, 
economic and social elements. But any practical attempt 
to separate the elements after this fashion will show that 
the real point of the distinction has been missed. It is 
better to say that exactly the same question has been con- 
sidered from different points of view. 

If, for instance, the immigration question is to be dis- 
cussed, nothing will be gained by getting from an econo- 
mist his opinion as to the effect on wages, on the produc- 
tion of wealth, etc., if we then turn to the social philosopher 
to ascertain from him the effect on the moral nature of the 
people, on the standard of civilization, etc., and to the 
statesman to balance the various items contributed by the 
experts in the other sciences and to make a practical 
decision ; and yet this is the course apparently advocated 
by some who insist on the " obvious advantages " of dis^ 



152 UNIVERSITY EXTENSION. 

tinguishing the various elements and treating each 
separately. 

Suppose, however, that the economist (or the states- 
man equipped with the necessary economic training) could 
give us a clearpicture of each of the two economic conditions, 
■ — one in which the immigration has been allowed to con- 
tinue unchecked, — the other in which the existing popula- 
tion has been allowed to remain uncontaminated with for- 
eign elements ; every influence which would in any way 
modify either condition is noted ; agencies, physical, moral, 
social and educational, are considered ; everything neces- 
sary to sharpen the contrast and to aid the judgment, is 
noted. He who has succeeded in obtaining such a mental 
image of the two conditions, differing as they would 
at many points but differentiated by a force mainly 
economic, will be in position to form an intelligent judg- 
ment. It will not be necessary for him to balance ethical 
considerations against economic considerations, which is 
implied in the first method, but which is clearly impossi- 
ble. He will have considered the whole question in all its 
bearings from an economic standpoint, which is a very 
different matter from pronouncing a judgment upon an 
infinitesimal part of it, merely employing economic forms 
of expression. 

The student should recognize further, at the outset, the 
distinction between the subjective and the objective view of 
industrial organization and progress. The economic signifi- 
cation of these terms does not correspond precisely to the 
meaning assigned to them in philosophy, but is analogous 
to it. The mental images which exist in society, as a 
whole, the mental motives to action, and the distinctly 
social agencies are put in contrast with those conditions 
which are mainly physical, which lie outside the realm of 
mental growth, which act upon man, furnishing him in 
turn motives to action, but which are not involved in his 



EXTENSION STUDY OF ECONOMICS. 



153 



own development and which may be considered as chang- 
ing independently of changes in man. Upon a clear recog- 
nition of this distinction depends the student's ability 
to avoid the confusion connected with frequent and uncon- 
scious shifting of the point of view. Even before consider- 
ing the most primary conceptions of political economy, 
therefore, we may introduce illustrations of this distinction 
which will be readily understood, though involving ques- 
tions that could be fully discussed only at a much later 
stage. 

If we should undertake to discover why more laborers 
do not accumulate capital, we might find that it is because 
of their lack of appreciation of future needs, because of the 
fact that their saving instincts are not normally developed, 
which would be a subjective explanation ; or we might 
find the explanation instead in a physical law which insures 
that population will continually press on the means of sub- 
sistance, leaving no margin for saving. 

We may attribute the failure of the North American 
Indian to provide for the future to his own improvidence — 
a subjective explanation ; or as Professor Cunningham sug- 
gests,* to the great difficulty in preserving meat, which 
forms so large a portion of his diet. 

If the task be to explain the origin of interest, it may 
be found objectively in the increase of product due to the 
employment of capital. The arrangement which secures 
to the owner of the capital that, when it is loaned to be 
devoted to production, it will be returned to him with this 
increase would be a part of the objective explanation. But 
the payment and receipt of interest may be looked upon, 
instead, as an act of exchange. A future enjoyment is re- 
linquished by the borrower, who receives in return a pres- 
ent enjoyment. The lender is deprived of the opportunity of 



♦Use and Abuse of Money. 



1^4 UNIVERSITY EXTENSION. 

expending his money for present gratification, but expects 
to receive in the future that which will enable him to enjoy 
a greater pleasure. The amount of interest would then be 
determined by the difference in subjective valuation of the 
two enjoyments, each of the parties to the exchange plac- 
ing a higher valuation on the future goods and agreeing, 
therefore, that it will take a greater quantity of the future 
goods to offset this higher valuation of the present goods. 

At every stage of investigation, from the framing of 
the simplest definitions to the discussion of the most diffi- 
cult problems it will be important to note whetjier subjec- 
tive or objective conditions are mainly in mind, and if both 
are taken into consideration whether we are looking on 
man or his environment as being modified by the influence 
of the other. 

The tendency of recent political economy is to substi- 
tute subjective theories, explanations and laws for the ob- 
jective, and at times purely physical laws and theories of 
the older economists. But each point of view is legitimate 
if held consistently, and if care be exercised in transferring 
to one kind of discussion the terms and explanations which 
are current and the results which are obtained in the other. 

PRACTICAL SUGGESTIONS. 

It is obviously absurd to suppose that in order to 
understand the principles of political economy it is neces- 
sary to begin by reading dilligentlj all the obsolete text- 
books on the subject however standard they may once 
have been. There is a time when the texts which were 
written when the science was forming may be read to ad- 
vantage, but it should be at a time when they can be mas- 
tered; i. €., when the student will not be deceived by such 
of their arguments as may be fallacious and betrayed into 
their errors, when the student, in fact, can become their 
master and can introduce their helpful portions into a sys- 



EXTENSION STUDY OF ECONOMICS. 1 55 

tem of knowledge of which he is already master. It is 
true in a sense that all economic works yet published may 
be said to have appeared at a formative period. It will be 
well, therefore, to read first such books as embody most 
nearly a complete positive system and have it at the same 
time attracted sufficient attention to have been subjected to 
searching and persistent criticism, such as will be likely to 
have exposed the gross errors, cleared up obscurities, and 
fixed those particular points, which, even after the publica- 
tion of the work must still be regarded as unsettled. 

The works which at the present time come nearest 
meeting these requirements are Walker's Political Economy 
and Mills' Principles of Political Economy. These works 
may, therefore, be recommended for the general reader who 
wishes to obtain a working knowledge of the principles of 
political economy; but for the reasons indicated they 
should be suplemented by a close examination of the later 
literature to which they have given rise. This is in each 
case somewhat extensive. 

The study of current economic periodicals and of the 
the contributions by economists to the discussion of 
economic questions in the general periodicals is in itself 
one of the best methods of overcoming initial difficulties, of 
strengthening an interest in economic subjects, and of giv- 
ing a definite scope to investigations which the student may 
wish personally to undertake. Membership in one of the 
scientific associations, several of which are open to any 
earnest student whose claims are clearly presented, will, 
besides securing the publications of the associations, give 
to the student who succeeds in making a noteworthy con- 
tribution to science, however modest it may be, the benefit 
of an impartial examination of its merits and will frequently 
secure publication for papers which might not otherwise 
have attracted the favorable attention of publishers. 



156 UNIVERSITY EXTENSION. 

The writer has in mind especially the American 
Economic Association, with headquarters at Baltimore, 
which has published a series of valuable monographs ; the 
American Association for the Advancement of Science, 
which has an economic section; The American Social 
Science Association ; the American Statistical Association, 
and the American Academy of Political and Social Science, 
with headquarters at Philadelphia, which has secured a very 
wide circulation for its publications and which is especially 
adapted to the giving of assistance of the kind suggested. 

Few students will be satisfied to pursue the study in 
any prescribed conventional order and there is no reason 
why specific problems should not be studied sooner than is 
customary in most class-rooms. Many of the subjects 
which are still unsettled because of insufficient data will 
furnish to the zealous student material for inductive research. 
Later the results of this research will give occasion for 
comparison with results obtained by other persons or by 
the student himself in different lines, and for deductive 
reasoning. The precautions usually insisted on by econo- 
mists of the Historical School will be especially applicable 
to investigations of this kind. Accuracy of observation, 
patience in collecting materials, avoidance of even the 
semblance of partizanship, a desire to follow the truth, 
regardless of the results, and a constant recognition of the 
relation of the discoveries made to the existing body 
of knowledge on the subject are the virtues to be especially 
emphasized. Proximity to any manufacturing industry will 
provide an opportunity for an investigation as to the exact 
manner in which production is carried on. The steps by 
which any industry has been successfully established furnish 
one of the most interesting subjects for careful study. One 
who is interested, on the other hand, in studying the 
markets will find abundant examples of variations in 
demand and will easily ba led to study these movements 



EXTENSION STUDY OF ECONOMICS. 



157 



and their causes. He will not proceed far without reveal- 
ing, perhaps unconsciously, one or the other of the 
tendencies referred to above. He will look for and find 
changes in men giving occasion to new subjective valua- 
tions which in the markets find expression in objective 
values — or he will look for and doubtless find changes in 
machinery, in the agencies of production, in the condition 
of scientific knowledge which will be thought adequately 
to explain the market changes. 

EDWARD T. DEVINE. 



SOME TYPICAL COURSES. 



^^HERE is, perhaps, no subject that has received so much 
^^ attention from our leading magazines and from the 
most influential of the newspaper dailies of the country 
during the past few months, as has University Extension, 
The origin of the movement, both in England and in this 
country has been clearly depicted, its purposes have been 
explained with the utmost fullness and tlie different elements 
of its system of teaching with the function of each have 
been accurately defined. In no case, however, has there 
been a full explanation of the exact nature of the courses 
offered under this title. Perhaps, then, a clearer idea can 
be given in no better way than by referring at some length, 
to the courses given on various subjects at Philadelphia 
under the auspices of the American Society. The most 
generally known of the lecturers engaged in this work 
during the past winter was Mr. R. G. Moulton, who, for 
successive weeks, delivered courses at different points in 
Philadelphia and the immediate vicinity, on such subjects 
as — the Literary Study of the Bible, Stories as a Mode of 
Thinking, and the Paradise Lost of Milton. These may 
perhaps, typify well enough the Lterary side of the work of 
the first year. No better example of the scientific courses 
given during the first season, can be found than the one on 
Astronomy, delivered to large audiences at the Young 
Men's Christian Association Hall of Philadelphia, by the 
eminent astronomer. Professor Young, of Princeton, 

The success of the winter's work of 1890-91, both in 
its popular and in its instructive aspect was so great as to 

'58 



SOME TYPICAL COURSES. I 59 

increase the interest of our best teachers in the movement. 
The best guarantee of the standard of University Extension 
is to be found in the men who, recognizing the real worth of 
the system, are using what time is left from their regular 
University duties in giving public courses under the general 
title of University Extension. An item in the morning 
paper notices the engagement of President Coulter, of the 
University of Indiana, to deliver a series of lectures on his 
special field before a University Extension centre in the city 
of Louisville. Certainly this scholar would not undergo 
the fatigue of a long railway trip and devote the little leisure 
that his executive and professonial duties leave him, to such 
work as this unless the recognition was clear of its great 
utility both in the way of inspiration and direct knowledge 
for the audiences addressed. 

The American Society has been fortunate this year in 
securing the services of Dean J. O. Murray, of Princeton 
College, who is lecturing at this time before the people of 
Trenton, N. J., on the "Earlier Plays of Shakespeare," the 
course including the most typical tragedies and comedies 
of our literature. The first lecture was on "Love's Labors 
Lost," followed by others on the "Comedy of Errors," 
"Two Gentlemen of Vienna," "Midsummer Night's Dream," 
"Richard III." and Romeo and Juhet." Professor W. B. 
Scott, of the same college, is engaged for courses on Dy- 
namical, Structive and Historical Geology, and Zoological 
Geography. These courses are illustrated and their popu- 
lar and instructive nature is seen in the following brief out- 
line of the course on Dynamical Geology. 
Lecture i. Destructive processes. Action of atmospheric 

agencies. Rivers. 
" 2. Ice. Marine agencies. Subterranean waters. 

Springs. 
'" 3. Constructive powers. Action of the rivers and 

the sea. 



/60 UNIVERSITY EXTENSION, 

Lecture 4. Volcanoes. 

" 5. Earthquakes and other igneous forces. Geysers 

and hot springs. 
" 6. Organic agencies. Formation of coal, lime- 
stone, etc. 
The broad fields covered by Extension work and the 
adaptability of its system to the needs of different classes, 
is best disclosed in the course offered especially for teachers 
by President Charles DeGarmo, of Swarthmore College. 
The course is of six lectures on the best methods of teaching 
common school branches. The lectures are at once 
scientific and practical in their nature, and form an admira- 
ble introduction to pedagogical study, basis for which is 
laid in succeeding courses which are already planned. In 
many cases those courses are found at once most popular 
and most inspiring which can be fully illustrated in various 
ways. An example of these is a course of six lectures on 
the Wave Theory of Light, by Professor Henry Crew, who 
has just been called from Haverford College to the Lick 
Observatory, the outline of which gives a sufficient idea of 
the nature of the course. 
"Wave Theory of Light." 

1. Historical introduction. 

2. Explanation of reflection and refraction on Wave 

Theory. 
3 Diffraction and Solar spectrum. 

4. Radiant energy. 

5. Electromagnetic Theory of Light. 

6. Ideas of Maxwell, Experimental demonstration of 

Hertz, 
Another course which is not only popular but which 
inspires to furnish study, and gives a clear conception of the 
best methods to be pursued, is by Professor Paul Shorey, 
of Bryn Mawr College, on Tennyson, A brief outline of 
these lectures is given below : 



SOME TYPICAL COURSES. l6l 

" Tennyson.'" 

1. State of English Poetry in 1832. Tennyson's early 

poems. Style and vocabulary of the new poet. 
Influence of Keats, Shelley and Wordsworth. 

2. Sources of Tennyson's inspiration. Tennyson a 

literary poet. 

Tennyson and the classics. 

3. Same subject continued. Tennyson and the Eng- 

lish Classics, Tennyson's imitations. 

4. Tennyson and the poetic interpretation of nature, 

5. Tennyson and modern thought. Can poetry interp- 

ret modern science and philosophy ? 

6. Tennyson the great poet of the century. Tenny- 

son and Browning. 
Many of the leading professors of the University of 
Pennsylvania have joined heartily in the work, and courses 
have been offered by Professor Barker, on Physics, by 
Professor J. B. McMaster on the People of the United 
States ; Professor Robert Ellis Thompson, on English Litera- 
ture, and Professor Francis N. Thorpe, on American History 
and Government. 

The system that has already been attained and the 
sequence already found possible in extension work are 
shown by the following series of courses, offered by Dr. 
Francis N. Thorpe, which embrace seventy-two lectures on 
the subject of American History and Government. 
Course I. Europe finds America. 

The period of exploration and discovery, 
1 492- 1 606. 
Course II. The Period of the Charters, 1606- 1776. 

The Period of the American Revolution, 

1776-1789. 
The Beginnings of Government in the 
United States. 

II 



l62 



UNIVERSITY EXTENSION. 



Course III. The Constitution of the United States, 1787- 
1789. 

Period of the Formulation of the National 
Idea, 
Course IV. The Development of the National Idea, 1789- 
1840. 

Period of the settlement of the United 
States east of the Mississippi River. 
Course V. The Struggle for Nationality, 1840-1865. 

Period of the extension of the National 
Idea and of the Determination of the 
National Domain. 
Course VI. The New Nation, 1865- 1892. 

Period of the Development of National 
Resources. 
Course VII. The Government of the People of the United 
States. 

An Examination of our Government as 
it is To-day in Cities, Counties, States 
and in the Nation. 
Course VIII. American Statesmen. 

The Colonial Period. 
The Period of the Revolution. 
The Period of the National Development. 
The Period of the Struggle for Nation- 
ality. 
Course IX. The Civil Development of the United States, 

1606-1892. 
Course X. Epochs of American History, 1606-1892. 
Course IX. The History of Political Parties, 1789-1892. 
Course XII. The Administration of Government in the 
United States, 1776- 1892. 



NOTES. 

University Extension centres have within a few weeks been formed in 
Rhode Island at Hartford, Pawtucket, Bristol, Wickford, Olneyville, New- 
port, Warren, Providence, and at Attleboro and North Attleboro, Mass. 

Professor F. W. Blackmar, of the State University of Kansas, is lecturing 
for the Kansas City University Extension Society on the subject of Political 
Economy. This will be followed by other courses, all of twelve lectures 
each. 

Under the auspices of the Topeka, Kansas, Free Library, a course on 
Electricity by Professor Blake, of the Kansas University, has begun. There 
will be given twelve lectures, and a, strong Students' Association has been 
already formed. 

The People's Institute of Milwaukee, has received from wealthy citizens 
a guarantee already of three courses of Extension lectures. The hearty 
■co-operation of the University of Wisconsin is greatly assisting the work 
throughout that State. 

New centres are being constant'y formed in connection with the Phila- 
delphia Society ; the latest one being in North Wales, Pa. Other meetings to 
further the establishment of centres have been held recently in several towns 
in New Jersey and Pennsylvania, including Sea Isle City and Chester Springs. 

There is every indication of a large attendance at the annual meeting of 
the American Society on November loth. Distinguished members of the 
Advisory Committee will be present, and many who will be unable to attend 
have written to express their hearty sympathy and their appreciation of the 
progress of the work. 

The Committee of Regents, of Iowa State University, has reported in 
favor of the appointment as Director of University Extension of some 
member of the University faculty. His duty shall be to prepare a plan of 
Extension courses, to give the necessary information in regard to the work, 
and to stimulate the formation of centres throughout the State. 

A very successful centre of the American Society has been established at 

Reading, Pa. The first course chosen is one on Political Economy by Mr. 

Edward T. Devine, fellow of the University of Pennsylvania. The first 

l(!Cture was given on Tuesday evening, November 3d. Over three 

hundred course tickets have been sold, and such success attained as to insure 

succeeding courses. 

163 



164 UNIVERSITY EXTENSION. 

The attention of all interested in the subject of University Extension is 
directed to the opening article in the November issue of the Popular Science 
Motithly. It is by Professor C. Hanford Henderson, who, it is worthy of 
notice, was the first lecturer under the University Extension system in Phila- 
delphia. Reprints of the article have been ordered by the Society and a 
copy may be obtained by application, inclosing ten cents, to the General 
Offices. 

It has been decided by the Executive Committee of the American Society, 
to hold the Mid-Winter Conference on University Extension during the week 
following the holidays. A most interesting programme has been arranged 
for the occasion, and the presence of leading educators insures at once the 
pleasure and profit of the meeting. One of the most attractive features will 
be an address by Mr. Michael E. Sadler, Secretary of the Oxford Delegacy, 
whose lectures under the auspices of the Society have been already announced 
in these pages. 

A committee in Syracuse, N. Y., has taken charge of a course of twelve 
lectures on American History. Several of, these are single lectures by such 
men as Andrew D. White, General Slocum, Professor Morey, of Rochester, 
and Professor Mace, of Syracuse; while Professor Wickes, of the Syracuse 
High School, is engaged for a series of five lectures. The Buffalo Library, 
where a course of lectures similar in nature to those of the University Exten- 
sion movement, was given some years since by Dr. E. W. Bemis, has now a 
course on American History. 

The first Extension course in Louisville, Ky., was opened on October 
loth, by Professor O. B. Clark, of the University of Indiana, with a lecture 
on English Literature. This course is to alternate with one by President 
John M. Coulter, on Botany. Both courses are under the auspices of the 
Louisville Educational Association. Another centre has been formed by the 
Polytechnic Society of Kentucky, and it is proposed to offer at least four 
courses during the present season. The first lecturer is Dr. James Lewis 
Howe, and the subject of the course is chemistry. 

As foretold in the excellent article of President William Preston Johnston, 
of Tulane University, in the September issue of University Extension, 
the South is becoming rapidly conscious of the advantages offered by this 
movement. A course is soon to be opened in Nashville, Tenn., by Dr. E. W. 
Bemis, of Vanderbilt University, who offers six lectures on " The Economic 
Questions of the Day." Steps are being taken by those interested in the 
work to form a circuit in the State, and with the excellent higher institutions 
of Tennessee, this should certainly not be difficult. 

One of the aims of the American Society has been from the first to enlist 
the warm support of the Universities for this movement. That this is being 
accomplished is apparent in a recent decision of the University of Kansas, 



NOTES. 165 

•which has so far sanctioned Extension courses as to offer under its seal 
certificates of courses and a diploma to all who satisfactorily complete nine 
courses of twelve lectures each. To those who hold the degree of Bachelor 
of Arts from institutions of equal rank with itself, it offers on the same con- 
ditions as the preceding, the degree of Master of Arts. 

The Indianapolis Society of University Extension held a public meeting 
on the evening of October 24th. The programme included addresses on 
"The Origin and Growth of the Work in Great Britain," by Professor Alex- 
ander Smith, of Wabash College ; and on " The Relation of the State 
University to University Extension," by President John M. Coulter. Repre- 
sentatives were present from DePauw and Butler Universities, and the public 
school system was represented by Superintendent Lewis H. Jones, in a paper 
entitled, " What University Extension may do for our City." 

The progress of University Extension in foreign countries finds its latest 
phase in the proposal of leading Englishmen to introduce the system into the 
Cape Colony. Canada has taken up the matter with zeal and centres have 
already been established in Nova Scotia. On the evening of November 5th, 
there was held a mass meeting in the city of Toronto, under the auspices of 
the Ministry of Education, which was addressed by President Edmund J. 
James, of the American Society. Action has already been taken by the 
corporation of Trinity University by sanctioning a course of lectures on His- 
tory and another on Literature, in connection with St. Helen's College. 

On the evening of October 27th, the Third Annual Meeting of the Con- . 
gregational Conference of Eastern Michigan was held in the City of Detroit. 
The session was devoted to the consideration of University Extension, the 
leading address being by President James B. Angell of the University of Mich- 
igan. Dr. Angell gave a careful review of the development of the movement, 
indicating what might fairly be expected from it, and noticing in some detail 
the differences between the conditions in England and America, respecting the 
work. He was followed by Prof. M. L. D'Ooge, who analyzed the different 
elements of its system of instruction, and showed the rapid progress it has 
made both in England and in the United States. 

The subject of University Extension is attracting great attention frora the 
teachers of the country. It occupies a leading position on the programmes of 
the State Teachers' Associations of several States and will be discussed at 
most of the County Institutes during this fall. On Friday morning, October 
30th, it was presented before the forty-seventh annual meeting of the Rhode 
Island Institute of Instruction, at Providence, by Mr. George F. James, of 
the American Society. He was followed by Professor Wilfred Munro, of 
Brown University, who discussed the prospects of the work in Rhode Island. 
During the same week, an address was made before the Alumni Association 
of the Providence Normal School by Miss Ida M. Gardner, of Philadelphia. 



1 66 UNIVERSITY EXTENSION. 

On the evening of October 24th, a large number of the representative 
citizens of Chester, Pa., met at Holly Tree Hall for the purpose of instituting 
a centre of the American Society. Professor George Gilbert, of Chester 
Academy, presided. President Charles DeGarmo, of Swarthmore College,, 
presented in clear forcible language the fundamental ideas of the movement. 
The details of the system of Extension teaching were outlined by Mr. George 
F. James, of Philadelphia. A local society was formed with the leading 
educators and the most prominent citizens on the committee. It was decided 
to have the first course of lectures on the subject of American Literature, and 
Professor Albert H. Smyth, of the Central High School, of Philadelphia, was 
chosen as lecturer. 

A large meeting was held in the Young Men's Christian Association 
Hall of Scranton, on the evening of October 8th. Representative citizens, 
were present from Honesdale, Carbondale, Pittston, and other neighboring 
places, to consider the feasibility of joining with Scranton to form the first 
circuit of the American Society. An address was made by Mr. George F. 
James, Lecturer in the University of Pennsylvania. Such interest was mani- 
fested in the work, that an executive committee of which Mr. Wm. J. Hand,, 
Jr , President of the Y. M. C. A., of Scranton, is a member, was formed, and. 
it was determined to invite the co-operation of Wilkesbarre and the towns- 
already mentioned. Since that time gratifying progress has been made, and 
it is certain that the first course, probably on English Literature, will soon be. 
opened. 

Among the most interesting features of the World's Columbian Exposi- 
tion will be the meetings of many different educational bodies and learned 
societies. There has been established a department of management, called 
the Congress Auxiliary, of which Mr. C. C. Bonney is President. It has 
seemed to many interested in the movement of University Extension that such 
an occasion should not be neglected for an international conference on the 
movement at which representatives from the different European countries 
and from all parts of the United States and Canada, where this work has been 
inaugurated, shall be present and all its phases fairly considered in the light of 
the experiences under widely differing conditions. Arrangements are accord- 
ingly being made by the American Society, and the necessary dates for the 
meeting are being arranged with the committee having such Congresses in, 
charge. 

In reference to University Extension in Austria, Mr. John Quincy Adams, 
writes from Vienna of the beginning of the work in that city : 

" The People's Educational Union of Vienna and vicinity is a branch of 
the Central Union, founded at Krems in 1885. The object of this Union as 
stated in its by-laws is : (a) The establishment and maintaining of people's 
libraries and free reading rooms, (b) To provide free popular lectures on all. 



NOTES. 167 

branches of knowledge which can ennoble the people, (c) To publish and 
distribute printed matter which will serve to educate the people. 

" The money necessary to accomplish these ends is raised by endow- 
ments, membership fees, gifts, etc. The members are divided into three 
grades ; regular members who pay an annual fee of twenty cents ; supporters 
who pay an annual fee of forty cents or more, and founders who pay into the 
treasury not less than twenty dollars at one time. The rights and privileges 
of the three grades are the same except the first two must pay twenty cents a 
year for the official organ called the People's Educational Join-nal, which is 
published monthly. The lectures are given by the educated men of Vienna, 
very many of the University professors devoting considerable time to this 
work. During the first years the lectures were on all sorts of subjects and 
were not systematized, but last year the Union began regular courses, and this 
coming year it is talking of elementary examinations at the end of each course. 
The lectures are given on Sunday afternoons at the same hour in the different 
wards of the city. Last year there were two hundred and twenty-fiA'e (225) 
lectures delivered, which was a gain of fifty per cent, on the number delivered 
the preceding year. These two hundred and twenty-five were given on 
twenty successive Sundays and were attended by forty thousand (40,000) 
listeners. In order to attend these lectures a person must simply sign his 
name to a slip of paper before the course begins; this he hands to the 
committee in his ward and he is then given a ticket of admission. Of course 
the ticket costs nothing. 

" They have at present libraries located in different wards. Together the 
libraries contain twelve hundred volumes, (a gain of thirty-five per cent, on 
1889), and the reading-rooms, one hundred and fifteen (115) newspapers 
and magazines, (a gain of twenty-seven per cent.) The total expenses for 
1890 were four thousand five hundred dollars (^4,500). Last year they asked 
the parliament for a gift of ^425. Thoi'.ga it was not given, it created quite 
a discussion, which made for the Union many friends who think it quite 
certain that in the coming session of parliament a donation will be voted it.'' 

An interesting attempt is being made at the present time in New York to 
extend the good results that have been so far attained by the Neighborhood 
Guild in the tenement portion of the city. For this purpose there has been 
formed the University Settlement, of which Mr. Joseph B. Gilder, of the 
Critic, is Secretary. It is proposed to establish settlements in various parts of 
the city, modeled on the Neighborhood juild, which is itself to become the 
first of these settlements. Here there will be resident workers endeavoring X.o 
make each settlement the town-hall and club house of its particular locality — 
the place where the people of the neighborhood may come together for social 
purposes, lectures, concerts, etc. — where sucial clubs and educational classes 
may meet. In every instance where the experiment has been tried, whether 
as hall guild or settlement, excellent results have been accomplished, and it 



1 68 UNIVERSITY EXTENSION. 

has been demonstrated that educated men and women, living and working 
among the poor, associating with them as equals, but introducing into the tene- 
ment-house all that trained intelligence and friendly sympathy can give, can 
make themselves a most efficient means of bettering and elevating the niental, 
moral and physical condition of the people. 

In this country, as in England, many have recognized, as Arnold Toyn- 
bee did, the fact that a vast number of our people live in such a way as to make 
materialism and fanaticism almost inevitable among them ; and, seeing this, 
have labored to understand the sources of the evil, in the hope of successfully 
combating it, and raising the people to a higher level of civilization. 

As a field for social and economic study — as a social experiment station, 
so to speak — a centre of work for college men in the tenement districts bears 
the same relation to Political Economy and Social Science that the hospital 
bears to medicine, or field work to the study of engineering. This belief led 
to the founding of Toynbee Hall, whose buildings and whose atmosphere re- 
mind one of Oxford or Cambridge, where the opinion that made Toynbee 
came into being. Here men live for study and improvement of themselves 
and their fellow-men, and while enjoying much that has made their college 
days, perhaps, the best of their lives, do earnest, practical work under the 
incentive of association with others of like interests. Each man has his own 
rooms, and there is a common room for intercourse and society. 

The University Settlement Society, following the plan successfully adopted by 
the Women's College Settlement Society, will consist of a council made up of 
representatives of colleges having a membership in the Society and of non- 
collegians ; of the usual officers ; and of an Executive Committee, appointed 
by the Managers, in charge of each settlement. It is proposed that college 
men shall retain the control of the Society, although its membership and man- 
agement will not be limited to collegians. The dues of undergraduates shall 
be one dollar per annum, and of graduates and others, five dollars per annum. 

The Council will determine when and where settlements shall be estab- 
lished, exercise a general supervision over them when in operation, and raise 
the necessary funds. Each settlement will be under the direction of an Ex- 
ecutive Committee, composed principally of resident workers, of whom there 
should be from three to eight in each settlement, one of whom should be a 
permanent resident, devoting his whole time to the work ; while the others 
should remain in residence for periods of three months or more, and devote a 
portion of their time to the work, giving their services and paying board not ex- 
ceeding five dollars per week. The experience of the Neighborhood Guild 
goes to show that there are many desiious of undertaking such work, and 
there is reason to believe that, among the number of men coming to New York 
to study professions, a sufficient supply of workers can be found to whom a 
" University Settlement" will offer attractions as a place of residence, a field for 
work and an opportunity for the study of social and political problems. 



University Extension. 



THE NATIONAL CONFERENCE. 



^^he National Conference on University Extension which 
^^ opens its sessions at Association Hall, in Philadelphia, 
on Tuesday evening, December 29th, of this year, marks a 
new era, not only in tlie movement for the Extension of 
University Teaching, but in higher education in this country. 
It IS not only the first general meeting devoted to this sub- 
ject alone which has ever been held in the United States, 
but the programme adopted serves t(3 show that a stage has 
been reached in the progress of the work which few even of 
the warmest adherents of the movement expected would 
come so soon. It is evident from the questions to be dis- 
cussed that the callers of this meeting regard the move- 
ment as finally beyond its initial stages on this side of the 
water. 

It is no longer a question of. What is University Ex- 
tension ? Is University Extension adapted to the wants of 
this country? Can it be introduced here? These ques- 
tions have been answered within the last year in an affirma- 
tive manner from Maine to California. In nearly every 
State of the Union a new impetus in affairs of higher edu- 
cation has come from the agitation of the University 
Extension question, and all over the country, at widely sep- 
arated places and in many different forms, University Exten- 
sion work is now being done. The initial work is over, the 
second stage is entered, and this fact is reflected at every 



I/O UNIVERSITY EXTENSION.^ 

point in the preparations for the National Conference. There 
is no longer doubt of the fact that the movement will continue 
to spread and that much time and money and effort will be 
spent in its prosecution. The practical questions now come 
to the front : How can the work be carried on in the most 
effective manner ? How can the educational opportunities 
be most effectively utilized ? How can University Exten- 
sion be made permanent ? 

Four classes of people ought to be interested in this 
Conference. 

First. — The college and university presidents of the 
country, together with the other leading and directing col- 
lege authorities. Our higher institutions must take a posi- 
tive and definite stand toward the whole matter and assist 
directly or indirectly at every point. It is not merely the 
great institutions, either, for only a small portion of the 
possible good which lies in this movement can be accom- 
plished if the medium-.sized and small colleges scattered 
throughout the country shall take a hostile or even 
negative attitude toward it. At the same time the whole 
question of the relation of the higher institutions of learn- 
ins" toward the movement is beset with difficulties. Our 
American colleges are poorly endowed. They have few 
professors and are over-burdened with work as it is. It is 
not by any means an easy question how they shall actively 
aid in this movement without at the same time interfering 
with the work they now have and for which they have been 
specially established. The attitude of the controlling 
authorities will determine to a large extent the participation 
of the members of the faculties in the work. To how large 
an extent they can afford to permit this will be a prominent 
subject of discussion at this meeting. The heads of some 
of the largest institutions have the idea that only large in- 
stitutions should share in the work, because only they can 
do it successfully. Happy the institution which can spend 



THE NATIONAL CONFERENCE. I/I 

ten or twenty thousand dollars per year in this work. It 
can accomplish great good, and its work should receive full 
appreciation. On the other hand, this is a great country. 
No one institution, or two, or half a dozen of them, even 
though they be the greatest, can undertake to do this work 
alone ; for two results would come from such an attempt. 
The work would not be adequately done on the one hand ; 
for no such group of institutions is equal to the task of 
covering this enormous country, and, on the other hand, 
such a limitation would mean the weakening of the small 
institutions scattered all over the country, to the great detri- 
ment of the general educational interest. The subject is 
thus beset with difficulties and it will need the hearty co- 
operation of all our best educational men to solve the 
problem. 

Second. — Our present college professors who are in 
full vigor and who may be inclined to assist in the actual 
work of University Extension teaching to such an extent 
as their time and strength permits, should be interested in 
this convention. University Extension teaching is of a 
peculiar nature. Not all college men will succeed in it; 
not even all successful college men will do so. The dangers 
which the University Extension lecturer meets is either 
that he does the same thing as he does in a college class — 
which means failure along the whole line — or he makes 
simply a popular lecture such as many college men get up 
for lecture bureaus, in which case it becomes simply another 
form of the lyceum. Now how to steer between the Scylla 
and Charybdis of these two things requires skill and 
thought. At this Conference the question as to what is 
necessary to make a successful lecturer will be discussed. 
To make a success of this work it will be necessary to have 
the help as far as possible of mature men. Several attempts 
at University Extension work in this country have already 
gone to pieces on this rock. In some places the experi- 



172 UNIVERSITY EXTENSION. 

ment was made of sending out students who were still in 
the first stages of graduate work and trying the effect of 
having them retail the lectures they were hearing in the 
University. All such attempts have turned out failures, 
and rightly so. It is little less than an insult to a mature 
audience of men and women to turn loose upon them a 
callow stripling, who shows at every point that the matter 
he is giving them is really not his own, that he has not 
really assimilated the food which he has been consuming. 
The audience resents such treatment and soon deserts the 
hall. If University Extension work is to be a success it 
must be done by mature men, even if they be young. 

Third. — A third class of men who should be interested 
in this Conference, is composed of those young men who 
are looking forward to do some work as teachers in this 
line. After all the help is obtained from college professors 
"which we can get, there will remain a large field which can- 
not be occupied unless we train our men for it. We must 
get young and promising men who have completed their 
special studies and have attained a certain maturity of mind 
and thought to interest themselves in this work and take it 
up as a serious business. It is perfectly plain already that 
there is in this field an opportunity for large numbers of 
young men if they will only properly prepare themselves 
for it. It is a new career which will present attractions of 
its own, and even if one does not choose to remain in it, it 
will soon be evident that it offers one of the shortest roads 
to a college professorship. One of the great defects in our 
present college and university system in this country is to 
be found in the fact that there is no recognized road to an 
academic career. Even if a man has prepared himself by 
years of careful and special study to undertake college or 
university work along special lines, he may find it neces- 
sary to take up for an indefinite period other lines of work 
for which he has no fitness, or to begin as a drill master in 



THE NATIONAL CONFERENCE. 1 73 

some lower school where he slaves away his life and loses 
some of his best years before he finds what he wants. la 
this field there is a chance to begin, even if in a modest way 
with the special subject for which he has prepared himself 
and stick at it until he has succeeded in making an im- 
pression on the public, when he is very sure to receive a 
call to a permanent position. But work in this line calls 
for special aptitude and special training. The discussion of 
these questions at Philadelphia will undoubtedly help 
many a one to set himself right in regard to the whole 
movement. 

Fonrtli.^ — A fourth class which should be interested in 
this work is the layman in education, the public-spirited citi- 
zen whose only interest is in helping on the great work of 
education. It is already evident that we have here a field in 
which the opportunities for usefulness are boundless, a field in 
which a little effort and a little money can produce astonishing^ 
results. The man or woman who is interested in knowing^ 
how and where to work to the best advantage in education 
will learn many things from this Conference. Many lay- 
men have become already interested in this undertaking 
and are often puzzled to know how they can do their part. 
This will also be discussed at the Conference. University 
Extension work can be carried on successfully only if the 
public co-operates heartily with the colleges and universi- 
ties. How it can do this in the most effective manner will 
be a prominent subject of debate. 

Every person interested in popular education, then, 
will find something here in which he will be interested and 
from which he will profit. City Superintendents, State 
Superintendents of Instruction, the Managers of the educa- 
tional work of the Young Men's Christian Associations, 
College Professors, candidates for college professorships. 
College Presidents and College Trustees, Members of Local 
Committees, and Lecturers will all find a hearty welcome 



174 UNIVERSITY EXTENSION. 

and may all contribute something to the discussion and 
elucidation of this great subject. 

All present indications point to the largest assembly of 
college and university men ever held in this country, while 
from every quarter come assurances on the part of all in- 
terested in education of a hearty sympathy in the meeting 
and a determination to be present if possible. 

A cordial invitation is hereby extended to every one 
interested in education to attend the Conference. 



THE SHAM AND THE REAL IN UNIVERSITY 

EXTENSION. 



/^MERicAN education, like American life, is obliged to con- 
J*- tend against the superficial and the counterfeit. The 
newness and the swiftness of American life and of American 
education are opposed to thoroughness. " Short cuts" in 
education are common. University Extension as a move- 
ment in American life already meets with the temptation of 
the superficial and of the sham. Each one interested in this 
movement is also interested in lessening or doing away 
with this evil allurement. 

In the removal of this temptation toward the counterfeit 
in University Extension it would be of advantage : 

First, to choose instructors who are conspicuous them- 
selves for thoroughness in method and worth in achieve- 
ment. There are instructors who are conspicuous for thor- 
oughness, and there are also instructors who are conspicu- 
ous for the rapidity of their work and for the extent of the 
ground of each subject which they cover. In instructors who 
are eminent for thoroughness, a peculiar quality of good 
teaching is prominent ; it is the quality. of explaining. It is 
the function of the teacher to explain. Among instructors 
who are eminent for rapidity of progress in the study of a 
subject, the element that makes the orator is conspicuous — 
inspiration. The orator is fitted to inspire. He may or 
may not represent a higher order of merit than that em- 
bodied in the teacher, but the element that makes the orator 
is not an element favorable to thorougness of scholarly 
work. The classes of" such a teacher may be larger, the 
enthusiasm he inspires greater, — elements which are of great 
worth. But these elements are so accompanied by the 



1/6 UNIVERSITY EXTENSION. 

peril of extreme superficiality that in University Extension 
they should be, I shall not say eliminated, but accompanied 
by corrective principles. 

The genuine in University Extension is also promoted 
by encouraging those students to enroll themselves who 
have a natural aptitude for thorough work. Such students 
give tone to a class. Even a single student of large ability 
will become of great worth to a class of a score of persons. 
Such a student of thoroughness will help to do away with 
the impression prevailing in some popular methods* of edu- 
cation that this method gives as " good an education as a 
regular college course." One is chagrined by hearing a third- 
rate man or woman who has had a fourth-rate education 
through one of these popular methods affirm, " Yes, I have 
not been to college, but I have got what is just as good as 
a college course." The willingness to make such an affirma- 
tion proves that one has no proper conception of what a 
college course is. University Extension and every method 
for making higher education available to the people has its 
value, but its value does not approach the value of four 
years spent in a worthy college. 

Again, the real in University Extension is promoted by 
encouraging students to do the severer work of each course 
and also to elect the severer courses. It is evident enough 
that certain courses represent harder work than other 
courses ; the courses in constitutional history are more 
difficult than those in ordinary political history. It is 
also evident that certain phases of study are easier than 
certain other phases. A student may be content with the 
picturesque features ; such contentment has its value. But 
such contentment is not of value so great as that which is 
found in the mastery of principles, and the understanding 
of the worth of these principles as they are applied. Let 
each student be encouraged to do the severer work. For 
this purpose let him be encouraged to read well upon the 



THE SHAM AND THE REAL. 1 7/ 

subject he studies, and also to submit himself to all exami- 
nations. He is, of course, his own master in a degree which 
the ordinary college student cannot enjoy. Let him be to 
himself a master more severe, stricter than a college profes- 
sor feels he ought to be to a student. 

The fourth suggestion which I would make for the pro- 
motion of the real and for the elimination of the sham in: 
University Extension is careful discrimination as to the giv- 
ing of certificates. Let the certificates be exact in their 
statement, indicating precisely what the student has done,, 
no more, no less ; and also, so far as possible, the method 
by which he has received this training be made known. Let 
the certificate be absolutely truthful. Furthermore, let the 
certificate be of a character in size and printing suggestive 
that it is not a diploma. Some of those who take courses in 
University Extension will be inclined to think that a certifi- 
cate having the same number of square inches as a college 
sheepskin is as precious. Let us give no ground for such 
a false judgment. Let those who are responsible for the 
preparation and presentation of such certificates be more 
eager to encourage the students receiving these certificates 
to do further advanced work than to be content with work 
already done. 

CHARLES F. THWING, 
President's Office, Adelbert College, Cleveland, November, i8gi. 



INTRODUCTION TO UNIVERSITY EXTENSION 
STUDY OF POLITICAL ECONOMY. 



[The first of a series of lessons on Political Economy will appear in the 
January number of this journal. The present paper, and one which appeared 
in the November number, are introductory to the series, and are intended to 
present (i) certain preliminary distinctions, and (2) certain helpful practical 
suggestions. Copies of the November number can be obtained by addressing 
University Extension, 1602 Chestnut Street Philadelphia. 

PRELIMINARY DISTINCTIONS. 

TjNDiviDUAL AND SociAL. — Among the most important of 
the distinctions of which the student should be con- 
scious, is that between the individuahstic and the social 
conceptions of the human race, and of the particular com- 
munities which are the object of his study. Just as the 
origin of political rights may be traced either to society or 
to the individual as the starting point, but not to both, so 
the answer which the economist will give to innumerable 
questions will vary, and the arguments with which he will 
support the conclusions which he holds in common with 
those of the opposing school, will vary in accordance with 
the conception of society which he has placed at the basis 
of his economic system. In illustration of the distinction, 
it may be inquired : Whether it is society or the individual 
which inherits such productive agencies as accumulated 
•wealth, natural resources^nd scientific knowledge; whether' 
or not they should be employed so as to promote the 
prosperity of a particular political society; whether the 
distribution of wealth should be such as will, on the whole, 
increase the degree and quantity of pleasure, or should 
-conform to universal laws calculated only to secure to 



EXTENSION STUDY OF POLITICAL ECONOMY. 1/9 

the individual his " natural and inalienable rights," regard- 
less of the effect on the total production of wealth ; finally, 
whether the economic forces and tendencies can be con- 
trolled by society, even where it is admitted that society 
sufifers loss through unrestricted individual action. 

It does not follow because one opposes the individual- 
istic view that he must become a practical communist or 
socialist. It is maintained, indeed, that the only logically 
adequate answer to the arguments of communists is made 
by those who base the right to private property on the 
power of society to give a valid title, and that the best 
answer to modern socialism* is made by those who demon- 
strate that society enjoys more wealth and conserves its 
own best interests by vesting in individuals the control of 
its productive agencies. 

Primitive and Normal. — It is unfortunate that 
writers on Political Economy have as a rule emphasized 
primitive industrial conditions, rather than normal condi- 
tions. The illustrations have been drawn from isolated and 
primitive life for the sake of simplicity, but it is doubtful if 
the apparent gain has been a real one. As a matter of fact, 
readers understand the industrial conditions with which 
they are familiar better than those drawn from situations 
which, though not complicated by intricate social relations, 
are yet so unreal and foreign to those who use the illustra- 
tions, as well as to those for whom they are intended, as to 
lose their chief value as illustrations. It is no uncommon 
thing, for instance, for the authors of German works on 
Economics — writing mainly for professors and students of 
their own universities — to cite the experience of Robinson 
Crusoe, or of a pioneer on the western prairies of America. 

But the more serious objection to this emphasis on 
primitive rather than normal conditions is that many of the 
elements which really modify or even determine the out- 
come, are entirely absent from the assumed isolated and 



I 80 UNIVERSITY EXTENSION. 

abnormal conditions. It is apparently the almost exclusive 
consideration of primitive rather than normal society which 
leads Carey to conclude that landlords receive as rent only 
a return for their actual costs, which leads Senior and 
others to state that interest is only a reward for abstinence, 
which leads Henry GeOrge to the position that the economic 
tendencies are forcing the whole gain from improved pro- 
duction into the hands of the landlords. There are, doubt- 
less, conditions concerning which each of these proposi- 
tions could be successfully maintained, but they are not the 
normal, actually existing conditions. It should be empha- 
sized, therefore, that while it is profitable to study primitive 
industrial society, it is dangerous to base on the results of 
that study, conclusions which' are intended to apply to a 
normal industrial society. 

Distribution and Production. — The distribution of 
wealth is very generally recognized by economists as a de- 
partment of the science entirely distinct from production. 
But much of what it would have been possible to accomphsh 
in the study of production is sacrificed in the current text- 
books to the advantage of adopting such a classification of 
the productive agencies as will sustain a particular theory of 
distribution. It is evident that when capital is defined as 
"wealth in exchange," or as "that portion of the wealth of 
the community from which its owners expect to derive an 
income," that no attempt has been made to define capital 
from its function, with reference to its agency in production, 
but that at the very beginning of the study the laws of dis- 
tribution have been allowed to overshadow those of pro- 
duction, and the study of the latter has been made only in- 
troductory to discussions on rent, wages, and interest. But 
it may be questioned whether the time has not come for a 
more careful and thorough study of production itself, of the 
various agencies which really enable one community to pro- 
duce more wealth than another. It may even be questioned 



EXTENSION STUDY OF POLITICAL ECONOMY. l8l 

whether the orthodox classification of these agencies, as land, 
labor, and capital, should not be discarded entirely, if by re- 
taining it we are compelled to have in mind certain shares 
in the product, as rent, wages, and interest, at a time when 
our attention should be given exclusively to the productive 
agencies. 

PRACTICAL SUGGESTIONS. 

Use of Words. — If political economy possessed a strictly 
scientific nomenclature, as chemistry does, or if writers were 
always successful in holding strictly to the meanings which 
at the outset they assign to their terms, it would be un- 
necessary to caution the student to be continually on his 
guard in reading even the best authors, to interpret, when 
necessary, every important statement and definition into 
words of his own vocabulary. Those who give rigid defini- 
tions, to which they announce that they will adhere 
throughout, will probably need even more careful watching 
than those who use terms as nearly as possible in their ordi- 
nary meaning, trusting to the context, or to qualifying words 
and clauses to explain particular deviations.* Confusion 
will arise more frequently from the attempt to introduce 
definite boundary lines where none exist, than from the use 
of forms of expression in conformity with the meaning at- 
tached to them in other than economic discussions. 

Wide Reading. — That wide reading is not so essential 
as careful reading, on any subject which it is desired to 
master, is a mere truism ; but there are special reasons why 
the student of economics may safely avoid much that has 
been written on economic subjects. The contributions of 
many writers are not only utterly valueless in themselves, 
but they become positive obstacles, because of the fact that 



*See Marshall : Principles of Economics, Bk. II., ch. I.; Bagehot : Postulates of English 
Political Economy, p. 78. 



1 82 UNIVERSITY EXTENSION. 

the writers start from totally different assumptions, have- 
widely different goals which they desire to reach, and 
adopt different and conflicting views of society — some em- 
phasizing exactly those agencies of which others deny the- 
very existence. Nothing but confusion can come from indis- 
criminate reading in a field which is thus not only varied 
and intricate, but unpromising of any valuable result. But 
if he who wishes to secure a practical working knowledge 
of the results now obtainable from economic investigation, 
for whose benefit mainly these suggestions are made, will 
remain persistently and patiently in some one portion of 
the field until he understands it, will hold to one point of 
view — as for instance the economic rather than the political, 
the subjective rather than the objective, the social rather 
than the individualistic, the normal rather than the primi- 
tive, until from that point of view the chaos of industrial 
life has assumed an intelligible order and a definite plan, 
the lines of which he is able to trace — he will have no cause 
to regret a temporary ignorance of opposing systems and 
their advantages. 

Difficulties. — And, finally, the difficulty of the study^ 
has been greatly exaggerated. Many who have tried to 
master the elements of the subject have begun in the wrong 
way and have become discouraged, because they did not 
immediately find the results which they expected. A 
science which inquires whether money is circulating ia 
sufficient 'quantities in the community, whether the distri- 
bution of wealth is governed by one set of laws or another, 
whether the production of wealth which takes place on the 
farm, in the mine, in the factory, in the office, on the street^ 
in the school-room, in the kitchen, is as efficient as it ought 
to be, whether we are making the best use of the land and 
other natural resources, cannot be uninteresting ; but the 
nature of these problems may be concealed by the intro- 
duction of irrelevant matter and of rigid classification. While 



EXTENSION STUDY OF POLITICAL ECONOMY. 183 

there are difficult problems in Political Economy — problems 
not yet solved by the most acute thinkers — the writer believes 
that there is an approach to those problems not more steep 
or intricate than that which leads to the great difficulties 
of the best defined and correlated bodies of knowledge. 

EDWARD T. DEVINE, 



THE ENGLISH MINERS AND UNIVERSITY 

EXTENSION. 



C^he following letter, addressed to Miss Ida M. Gardner, 
^^ Delegate of the American Society at the Oxford 
Summer Meeting, will be of . interest to the readers of 
University Extension. It is written by an English miner, 
in reference to the influence of Extension work among his 
fellows. 

2^ North Terrace, Back-worth, November g, i8gi. 

Dear Miss Gardner : 

It gives me very much pleasure to fulfill the promise I 
made to you when you visited Backworth, viz.: to write 
and give you such information of University Extension and 
educational work generally as would be likely to interest 
you. I do not know exactly what line you wish this corre- 
spondence to take, and until I know your wishes in the 
matter I will confine myself to giving more detailed answers 
to the questions which you put to me during our interview. 
I could not but feel after I had fully considered your ques- 
tions, that my answers must have appeared to you very 
lame and unsatisfactory. Your unexpected visit, coupled 
with the short time at my disposal, must be my apology for 
what I am sure must have been an uninteresting interview. 
I think your first question was : 

" What is the effect of University Extension on the 
character of the workingman ?" 

I ought to explain at the outset that the Northumber- 
land miners as a body are distinctly in advance of those of a 
similar class in other countries, in point of intelligence, and 



THE ENGLISH MINERS AND UNIVERSITY EXTENSION. 1 8$ 

also, though not to the same extent, in moral character. 
Their shorter hours of labour, and more favorable condi- 
tions of working, their interest in public affairs, which is 
evidenced by sending two men out of their own ranks as their 
representatives in the British House of Commons, their 
trades unions and friendly societies, which have earned for 
them the reputation of being the best organized body of men 
in the labor world, these are all so many proofs of enlight- 
ened public opinion as a result of superior intelligence. 

It will be easily understood, then, that Northumberland 
would certainly appear to be a likely place in which to plant 
University Extension work, and I take it that it was pre- 
cisely for that reason that it was brought among us. But it 
certainly has not succeeded to the extent anticipated, and 
I account for that in this way. A common opinion prevails 
that the work of a University Extension course is such as 
only the most intelligent can do, and is quite beyond the 
powers of an ordinary workman. The term " University," 
in England, has been so long associated with all that is 
highly intellectual," that it becomes a difficult task to con- 
vince the average workman that the work is such as comes 
within his capacity. Science to him represents an infinity 
of difficulties, and the higher literary studies seem unattain- 
able except to the sound scholar. We know how difficult 
it is to unseat pre-conception and prejudice, and I take it 
that this has been the main cause of the comparative non- 
success of University Extension work in this country. On 
its first introduction many centres were established, but 
these gradually collapsed, in the first place from want of 
students, and in the second from want of audiences. Back- 
worth, however, has stood the test of a long experience. 
We have had many difficulties, and much to discourage, 
but we have also had a good deal of help, and have thus 
always managed to keep the scheme afloat, and the general 
effect of it has been to raise the tone of the social life of 



1 86 UNIVERSITY EXTENSION. 

the community, and, in the case of the students, to distinctly 
raise the ideal of life. Our working students are, without 
exception, steady men, anxious in the pursuit of the pleas- 
ures of knowledge. Tastes have been refined, appearance 
improved, character elevated, and there has been a general 
acceptance of the dictum that " man does not live by bread 
alone." Taken altogether the effect of higher education 
has been to increase in a corresponding degree an intelligent 
conception of the duties and responsibilities of life. 

You then asked : " What is its effect upon the work- 
man as a workman ? Does it make him discontented ?" 

I certainly do not think so, unless a clearer conception 
of what is right and a legitimate ambition to secure it, are 
interpreted to mean discontent. The employer who would 
refuse assistance to University Extension on the ground 
that higher education makes the workman discontented, 
must be one who does not desire trade-disputes or social 
difficulties to be settled on lines of reason. My own experi- 
ence is, that the intelligent workman is always more amen- 
able to reason than his ignorant brother. If education, 
properly conceived and properly accepted, does anything 
for a man, it trains him to think, and particularly is this so 
with University Extension. The lecture, the exercise, and 
the competition work of his fellow-workman, all act as a 
stimulus to thought, and train it in exercise and applica- 
tion. The training he thus receives he carries into all the 
practical details of his daily work, and surely it is to the 
advantage of the employer, in any dispute that may arise, 
to deal with men who can think clearly, rather than with 
men who cannot think, or that only in a small degree. It 
is the unthinking majority which too frequently precipitate 
dead-locks between employer and employed, while the men 
of intelligence are noticeable for their desire to avert such 
conflicts and to secure a settlement on a basis of reason 
compatible with justice and their freedom as workmen. 



THE ENGLISH MINERS AND UNIVERSITY EXTENSION. 1 8/ 

As the education of the workingman is proceeding, he 
is coming more and more to see that a strike ought only to 
be the last resource instead of the Rrst one; and thus I 
think that by assisting to increase that education the em- 
ployer will undoubtedly pave the way to more peaceable 
times, and where disputes do arise he will at least have the 
advantage of dealing with intelligent and consequently 
more reasonable workmen. An intelligent workman will 
also do his work more intelligently, and that is an advantage 
to the employer. Tact, ingenuity, and practical ability, are 
often a resultant of increased or superior intelligence, and 
these applied to work produce profit to both master and 
man; while the lack of these will have an opposite effect. 
The intelligent workman will also be able to distinguish 
between the inevitable and the avoidable, and this means 
good to the employer. The ignorant man will often seek 
to mend that which cannot be mended, and raise strife in 
his endeavors. The intelligent man will only apply himself 
to the redress of reasonable grievances, and thus secure 
success. I take it that the application of University Exten- 
sion, or any other educational work to the workingman, must 
result in increased reason being brought to bear upon labor 
problems, and a clearer conception of the relationship which 
must exist between capital and labor. Surely this kind of 
"discontent" cannot be a disadvantage to the employer with 
a fair sense of justice. 

Your third question was : " Do you ever get a thoroughly 
ignorant man interested in University Extension ? " 

In reply to this I may say that thorough ignorance is 
rather a misnomer in these days of Board schools and com- 
pulsory education. Twenty or thirty years ago, thoroughly 
ignorant men might be found in scores among the miners, 
but in this generation every miner's son has the opportunity 
of getting the elements of education, which he may or may 
not increase as he gets older. There is a sense, however, in 



1 88 UNIVERSITY EXTENSION. 

which your question may be understood as applying to the 
miners of to-day. A number of boys, after they leave 
school, and commence work at the mines, easily forget 
nearly all they have learned, and only retain sufficient 
ability to write their name, or labor through the pages of 
a book. These, I think, although not thoroughly, may 
be termed ignorant men. I will, therefore, understand your 
question as applying to these. When I had the pleasure of 
seeing you at Backworth, I mentioned one or two that I 
thought might belong to that category, A better instance 
has, however, recently come under my notice. We are at 
present having a course of lectures on " The Problems of 
Life and Health," with special reference to sanitation. The 
subject is an interesting one, and has provoked a good deal 
of discussion. At the beginning of the lectures two 
of the miners, at the mine at which I work, bought two 
tickets for the course. One of them I knew to be a 
very intelligent man, and he has supplied me with 
some interesting facts concerning his companion. He 
says that when he first knew him he was a disso- 
lute, degraded man, caring for nothing but drink, gambling, 
fighting and every other thing that belongs to an evil life. 
They lived near to each other, and occasionally had some 
conversation. By and by they took walks together, and 
questions of interest were discussed in a simple way. One 
by one he dropped off his evil habits and sought the society 
of his intelligent friend. He abandoned drink and devoted 
his money to the purchasing of books. He took every 
means that was likely to afford him information, and sought 
knowledge wherever it was to be found. And now he is a 
student at the present course of lectures, and has ali'eady 
earned first-class marks for his exercises. This I think is a 
typical instance of what you require, and when I tell you 
that this man travels a distance of over five miles every 
Saturday evening in order to attend the lectures, and often 



THE ENGLISH MINERS AND UNIVERSITY EXTENSION. 1 89 

does his exercises after a hard day's work at the mine, you 
will readily understand how keen is the interest which has 
been aroused. 

I have answered three of your questions, at such length 
that I am afraid it will sorely tax your patience to read 
more. I will, therefore, reserve the other two questions 
until I write again. 

I am glad to tell you that our " Classical Novel Read- 
ing Union " continues to prosper in both interest and num- 
bers. It was received with some suspicion at first, but this 
is gradually dying away, and it is accomplishing the object 
for which it was started, viz. : to introduce the best class of 
fiction into a neighborhood where it was comparatively 
unknown. At present we are engaged on George Eliot's 
" Romola," a book of surpassing interest. Mr. Moulton 
commenced a series of six lectures, on " The Literary Study 
of the Bible," at. New-Castle-on-Tyne, on Monday evening, 
November 9th. I was present at the lecture, which was 
listened to by an immense audience. The course promises 
to be a great success. 

With many thanks for your kindness in sending me 
the books, 

I am, Madam, yours respectfully, 

JOHN U. BARROW. 



UNIVERSITY EXTENSION COLLEGES. 



%.T may seem a bold thing to prophesy of the future of 
Extension Teaching in the United States in view of the 
brief test that it has had so far. To many it will seem in 
view of llie large number of small, ill-endowed colleges in 
this country, a still bolder thing to prophesy good from 
an increase of these in any form. Progress is rapid, how- 
ever, in America and already the first instinctive impulse 
resulting from Extension Teaching has been felt in more 
than one town in the direction of a local college. Assur- 
ances have been given by wealthy men in several places 
that whatever funds are necessary for increased educational 
advantages in the form of local endowment, will not "be 
lacking. What can be said, then, for the local college in a 
country where complaints of the existing number are so 
rife ? 

In the first place it should be remarked that we have 
not too many colleges, but that those we have are attempt- 
ing in most instances too ambitious plans of work, and are 
on the other hand too ill-endowed for the work which falls 
within their natural sphere. The aim and end of education 
both ideally and practically is to realize latent power. Can 
it be said that we have too many colleges when in scores of 
towns are hundreds of young men and women naturally 
fitted for much better work than they are doing, or with the 
earnest desire to fill better their present positions and lack- 
ing only the development which instruction in a few chosen 
branches pursued by liberalizing methods would give? 
Who can measure the intellectual force that is at present 
wasted through a lack of organized opportunities for its 



-190 



UNIVERSITY EXTENSION COLLEGES. I-Q F 

<;oncentration and application ? How much undeveloped 
power is lost to each generation through our defective 
system of education will only be dimly suspected by future 
ages, wise enough to see in improved methods of instruction 
the greatest cause of present prosperity. 

This question of the needs of the smaller cities and 
towns, remote from intellectual centres, and of the possibility 
of their satisfaction through a development of Extension 
Teaching in the form of local colleges is the burning topic 
of the day in England. In reference to it Mr. M. E. Sadler 
writes : 

" At present the chief flaws in University Extension 
work are the want of sequence in the subjects of courses ; 
the intermittent character of the influence of the teaching 
on the students; and, in the choice of studies, the sacrifice 
of the needs and wishes of advanced pupils to the con- 
stantly changing fancies of the public, on whose support 
the local organizing committees are compelled very largely 
to rely. 

These defects are mainly due to want of money. Every 
year the local committees do something to remedy them, 
but, so long as University Extension Teaching chiefly 
depends on the sale of lecture-tickets to the general public, 
the local organizers will be more or less obliged to avoid 
those subjects which are not popular enough to pay their 
own way. Financial reasons thus strike out of the ordinary 
programme of University Extension Teaching such subjects 
as Ancient History, Classical and Foreign Literature, Logic, 
Philosophy, advanced Political Economy, Constitutional 
History, and Mathematics, Nor, at present can the local 
organizers aflord, except in special cases, to have teaching 
all the year round ; they can only afford, say, two courses 
of twelve lectures — or even less — in a year. But this is not 
enough either for the student who is doing advanced work 
and needs constant help, or for the less promising pupil, 



192 UNIVERSITY EXTENSION. 

who loses heart and zeal if the stimulus of the teacher and 
the influence of his fellow-students are suddenly removed 
at the end of the course, and not constantly maintained. 
It is very disappointing, too, for the best students to be 
compelled to take a different subject almost every term, 
because the less cultivated part of the audience demands 
incessant variety. Much has recently been done to arrange 
the courses in a more educational sequence, and there is 
clear proof that in each centre, a number of students desire 
such sequence. But they are too few in number — and likely 
to remain too few — to be able to afford to carry out their 
wishes. 

The aim of University Extension is to bring University 
teaching within the reach of persons who cannot them- 
selves come up to the University. At present we have 
brought courses by University men within the reach of 
such persons, but we have not succeeded (or have only 
very rarely succeeded) in establishing a curriculum as 
thorough, progressive, and systematic as we are accustomed 
to find in a local University College. All those who have 
seen the working of University Extension are agreed that 
the courses which have been already delivered have done 
a very great deal of good in awakening intellectual interests 
and in stimulating promising pupils to attempt serious 
study. But there remains a great deal more to be done. 
We have to carry on the work to a much higher point 
than it has been possible for it yet to reach. The ground 
has been broken, public interest has been aroused, in each 
of three hundred towns a nucleus of students has been 
formed. The next step should be to help the real students, 
while still maintaining the courses which have already 
succeeded in making so many real students out of loungers 
or idlers. 

There are, probably, in any town of twenty thousand 
inhabitants at any one time, about fifty or sixty young 



UNIVERSITY EXTENSION COLLEGES. 1 93 

people who, by one cause or another, are debarred from 
University life, but would like to make a serious study of 
one or more subjects under the guidance of University 
teachers. That is to say, if there were weekly lectures 
in History, Literature, Classics, Mathematics, and Natural 
Science, about ten students would undertake a systematic 
course of reading in each subject, and would persevere in 
it for two or three years. At present, in an ordinary town, 
these students are deprived of almost every opportunity of 
systematic study. There is no one with leisure to teach 
them — possibly no one -is even competent to do so. 
There is no students' library for them to use ; there is no 
building where they can meet and receive instruction. 
For such people as these, twelve or twenty-four lectures 
a year on various subjects are indeed better than nothing, 
but still utterly inadequate. The lectures may not be on 
the subject which they are studying. The lecturer may 
be able to give sympathy but not advice. And yet, this 
small handful of people are worth taking trouble for. They 
are probably the pick of the town. In future years they 
will probably become its most influential inhabitants. It 
is very important, therefore, that, while young, they should 
be brought under the best possible influences, and not be 
stinted in educational opportunities. As it is, some ot 
them lose heart and interest in intellectual matters, others 
drift off into dilettantism." 

To those who have followed the progress of University 
Extension in America, it is clear that this presentation of 
English conditions applies equally to our own country. 
The solution that has been proposed for this problem must 
be then of ever increasing interest to us as the system of 
Extension Teaching is more widely adopted. This solution 
embraces the idea of the securing by four or five towns 
of the entire time of as many lecturers, of the planning and 
carrying out of a continuous course in each of the more 



194 UNIVERSITY EXTENSION. 

important branches of the modern college curriculum, of 
establishing in a word a floating Extension college, which 
shall give to the young men and women of the various 
towns as systematic and thorough instruction, although in 
fewer subjects, as their more fortunate companions gain 
in the distant institutions which they are free to attend. 

It will be readily seen that this is in essence only a 
fuller development of the " circuit " idea which has already 
become a successful feature of University Extension in the 
United States.* There are four towns in Pennsylvania, which 
have united in securing the services of a lecturer of the 
American Society, who is now delivering the same course 
on successive nights in the different places. At least, one 
additional circuit will be formed in the same State after the 
Christmas holidays and others are planned in various parts 
of the country. At present, there is no guarantee that in 
any circuit the same subject will be chosen for successive 
courses and no certainty that any young man or woman 
will have the opportunity of pursuing a special line of study 
in connection with Extension lectures for more than the 
six or twelve weeks of a single course. If, however, the 
lecturer were engaged by the towns for the entire college 
year of thirty-six or forty weeks and not one lecturer alone, 
but four or five in different subjects, it would be perfectly 
feasible to institute well-correlated courses, representing the 
sequence of a college curriculum and we should have 
immediately as the natural outgrowth of the circuit the 
University Extension College. It need hardly be said that 
such an institution would be no rival of our present colleges, 
for the very name indicates its appeal and offer of advantages 
only to those engaged in the active work of life or hindered 
for any reason from leaving their homes, and In the nature 
>of the case there could be no thought of establishing an 

*C/. University Extension, September, p. 94. 



UNIVERSITY EXTENSION COLLEGES. 1 95 

Extension College save in towns remote from existing 
foundations. 

The cost of such a proposed college need not be more 
than ^3000 yearly for each of the four towns entering into 
the arrangement. Four men could be chosen from the list 
of successful Extension lecturers and obtained for, say, 
T^2ooo apiece. Local expenses, such as hall-rent, light, fuel 
and printing should be cut down to a minimum at first. 
Apparatus, libraries and the other needs of the work could 
be gradually procured as necessity arose and opportunity 
allowed. No single town need be bound by the others in 
the matter of expense, aside from the lecturers' salaries, but 
naturally, a generous and salutary rivalry would spring up, 
leading to more and more liberal support of the work and 
probably to ultimate endowment in buildings and funds. 

From what has been already said it may be plainly seen 
that in the strict, money sense of the word, all this will not 
"pay." Higher and even secondary education has never 
paid in any country or any age. Americans are fortunately 
coming to see, however, as early as any people that in a far 
higher sense education of every grade yields the best returns 
of any investment and a thousand proofs of this confront 
us on every hand in concrete form. There is no town of 
twenty thousand inhabitants in the United States where 
it should be impossible or difficult to raise the necessary 
amount for an Extension College, if only it is undertaken 
in the right way. The logic of events points so irrefutably 
in this direction that one cannot doubt the early establish- 
ment of many such institutions, owing their origin to the 
present great wave of popular sympathy with lofty educa- 
tional ideals and true educational methods. 

HENRY W. CORTLAND. 
Washington, November, i8gi. 



NOTES. 

Professor Judson of the University of Minnesota lectured on University 
Extension in Duluth, on November 13th and assisted in the organization of a 
local centre. 

Since our last issue new centres have been established under the auspices 
of the American society near Philadelphia, in Chester Springs, Langhome, 
Phoenixville and North Wales. 

The first University Extension lecture was delivered in Chicago on 
November 19th, by Dr. James Albert Woodburn of. the University of Indiana. 
Dr. Woodburn is also lecturing on American History, in the city of Indian- 
apolis. 

From Rhode Island and Connecticut the idea of University Extension is 
spreading northward in New England. The interest of President Gates, of 
Amherst, in this movement is well known, and now Bowdoin College has re- 
solved to offer Extension courses by its professors. 

Attention is called to the interesting article of President Thwing of 
Western Reserve University in this issue of University Extension. Presi- 
dent Thwing is a member of the Advisory Committee of the American Society 
and is now organizing a branch of the Society in the city of Cleveland. 

The course of Prof. L. I. Blake of the Kansas State University, is being 
largely attended in Topeka. Prof. Blake is also lecturing in Kansas City, 
where another popular course is being delivered by Professor F. W. Blackmar. 
A course in English Literature is to be commenced shortly by Prof. C. G. 
Dunlap. 

President R. H. Jesse gave an address before the Kansas City Society for 
University Extension on November 1 8th. He expressed his firm belief in the 
great advantages of the system, and said that his own institution would do its 
utmost to fullfil its duty toward the people of the State, by enthusiastic support 
of the movement. 

A centre of the American Society was formed, on November 6th, in. 
Columbia, Pa. Hon. H. N. North was chosen President, Dr. H. Mifflin Vice- 
President, Miss Mary Welsh Secretary, and Mr. A. C. Brunner Treasurer. It 
was decided to have the beginning course on Literature and a guarantee fund 
of seventy-five dollars was subscribed. 

On November l6th a meeting was held in Ottawa, Canada, to consider 
the adoption of the University Extension system. Among those present were 
Lord Stanley and Lord Kilcoursie, Sir James Grant and the leading educators 
196 



NOTES. 197 

of the city. The discussions of the evening led to the establishment of a 
centre and Prof. Cappin was chosen to deliver the first course. 

The first circular of the Extension Department of the University of the 
State of New York has been issued from Albany, The substance of the 
circular is contained in Secretary Dewey's article referred to in the September 
number of University Extension. The New York leaders of University 
Extension will be present in force at the National Conference on December 
29th, 30th and 31st. 

Miss Ida M. Gardner has published in neat form an outline study of the 
*' Renaissance and Reformation," which gives in an exceptionally clear way the 
main features of those most important movements. The volume is based on 
the lectures of the late Prof J. Lewis Diman, of Brown University, whose un- 
timely death would have caused the utter loss of his rare knowledge of that 
period were it not for the loving thought expressed in this little volume. 

On Saturday evening, November 7th, a meeting was held in Lebanon, Pa., 
for the purpose of establishing a centre of the American Society. Judge 
McPherson presided, and an address was delivered by Rev. T. E. Schmauk. A 
permanent organization was effected, with Judge McPherson as President, 
Principal Hoover of the Lebanon High School as Secretary, and Mr. Geo. S. 
Bowman as Treasurer. The first course of twelve lectures will commence 
immediately after the Christmas holidays. 

The University of Wisconsin has published an announcement of Exten- 
sion courses offered by its faculty for this winter in history, literature, economics 
and natural science. The use of the Assembly Chamber of the Legislature has 
been offered for this work and large audiences are listening now to a course on 
American History by Professor F. J. Turner. Prof Turner is giving the same 
lectures in the city of Iviilwaukee, where courses are in progress by Prof. 
Parkinson on Practical Economic Questions, by Prof. Freeman on English 
Literature, and Prof Anderson on Norse Mythology. 

Great interest has been aroused among college men by the announcement 
•of the National Conference on University Extension, in Philadelphia, on De- 
cember 29th, 30th, 31st. An opportunity will be given at this three days' 
session for full acquaintance with the system and for discussions of the most 
interesting points in reference to its development in America. Representatives 
will be present from the leading universities of this country and Canada, and 
the full benefits of English experience will be secured through the presence of 
Mr. Michael E. Sadler, Secretary of the Oxford Delegacy. Indications point 
to a very large and enthusiastic meeting, and the most representative confer- 
ence of college men that has ever met in this country. 

The University Extension Conference in Toronto, on November 5th and 
■6th, led to the establishment of the Canadian Society for the Extension of 
University Teaching, the organization of which is largely modeled on that of 



198 UNIVERSITY EXTENSION. 

tlie American Society. The Universities of Ontario and Quebec were thor- 
oughly represented and the leading Colleges, Normal Schools and High Schools- 
of the Dominion sent delegates. President James of the American Society 
gave the leading address on the evening of November 5 th, and was present at 
the different sessions to explain the various questions that arose. The 
presidents of the new society are Sir Donald A. Smith of Montreal, Chancellor 
G. W. Allan of Trinity, Chancellor Edward Lake of Toronto University, 
Professor Goldwin Smith, Chancellor Sanford Fleming of Queen's and Abb6 
Laflamme of Laval University. The secretary is Mr. William Houston of 
Toronto, the well-known economist, to whom is due in large measure the 
success of the meeting and the establishment of the society. 

The work of University Extension has been undertaken in Australia by 
the University of Melbourne. There are at present nineteen lecturers on the 
list whose courses include a wide range of subjects in the departments of 
History, Literature, Art, Philosophy and Science. It is claimed that while 
the work will suffer under certain disadvantages as compared with England,, 
the rural population being scantier and less compact, and the means of com- 
munication not so good, the average Victorian has greater means and more 
leisure at his disposal than the average Englishman. Certainly the 
Australians are not a people lacking either in energy or in quickness to 
avail themselves of whatever advantages may come within their reach. It is. 
interesting to note another illustration of the analogy between Australian and 
American development in the adoption of the short course of six lectures. 
W^ith the success of the work, however, the tendency to longer courses will 
certainly appear in Australia as it has already done in the United States. 

The Annual Meeting of the American Society was held in Association. 
Hall, Philadelphia, on November loth. Provost William Pepper, Honorary 
President of the Society, presided and opened the meeting by a few remarks. 
on the importance of education and on the work which University Extension 
is doing in this country. He noted that the great promise of the first year is^ 
being more than justified by the continued success of the present. Different 
phases of the work as it has been developed in various States were presented 
by President Scott, of Rutgers ; President Rhoades, ofBrynMawr; President 
Stahr, of Franklin and Marshall College ; President Sharpless, of Haverford; 
President DeGarmo, of Swarthmore, and President Fell, of St. Johns. One- 
of the most interesting of the addresses of the evening was by the Rev. Dr.. 
Macintosh, to whose earnest efforts as member of the Executive Committee 
much of the success of the American Society is due. The report of the first 
year's work was read by the Secretary, and the session was closed with an 
address by Dr. Edmund J. James, who outlined the probable development of 
the movement in America and made a strong plea for the utmost freedom of 
action and for enthusiastic support of all interested in education in order that 
the full possibilities of the system may be realized. 



NOTES. 199 

In Cincinnati, University Extension is having a somewhat different appli- 
cation than elsewhere. Some of the members of the Faculty of the University 
of Cincinnati, have offered class instruction to teachers on Saturdays, in the 
following subjects : Analytics, by Professor Hyde ; Vergil and Horace, by 
Professor SprouU ; Inorganic Chemistry, by Professor Norton ; Medijeval Plis- 
tory, by Professor Myers; and Mechanics, by Professor Baldwin. Although 
this offer was made but a short time before the opening of the Academic year, 
the teachers responded quickly and with enthusiasm. The classes have an 
attendance of over seventy ; other classes have been formed in different places 
preparing for the University classes next year Each course consists of thirty 
lectures, at the end of which examinations will be held and certificates given. 
It can be said with truth that no class could exhibit more zeal, earnestness of 
purpose and application, than these composed chiefly of teachers. Subjects 
that these teachfers themselves have taught for years, until they have ceased to 
inspire them, have awakened interest anew. For example — Vergil is treated 
critically and exegetically ; collateral reading on the author as well as on Latin . 
Literature, Roman Antiquities and kindred subjects, is presented, The result 
of this is that Vergil has for the teachers the freshness of a new author. It is 
the intention of the teaching staff to push this movement vigorously and systema- 
tically, first by offering a greater number of studies to teachers and others of 
mature years on Saturdays, and second, by establishing centres. The stress is, 
however, to be laid upon the teachers' classes, for instruction imparted to one 
teacher will be communicated to a hundred pupils. The teaching staff has 
organized by electing Professor W. O. Sproull, President, and Professor T. H. 
Norton, Secretary and Treasurer. This undertaking has been highly com- 
mended by tile Faculty and Board of Directors of the University, and also by 
the citizens of Cincinnati. The Cincinnati Times-Star, of October 22, 1891^ 
in an article on the subject, says : " Every Saturday between sixty and seventy 
earnest workers gather at the University for these classes. As yet the work is 
only in its beginning. This movement promises to be a telling force in 
educational affairs. Next year with further experience the work done will be an 
improvement upon that of this year. In this way the influence of the Univer- 
sity will go radiating out through the community. The professors engaged in 
this work combine enthusiasm, zeal, tenacity of purpose, sound judgment; and 
more devoted and determined students can not be found. Cincinnati may not 
be aware of the fact, but it is nevertheless true, that since the organization of 
the school system, this University Extension work is the most important step 
taken in the interests of higher education. It broadens the field of work and 
offers the opportunity of a liberal education to hundreds of those to whom fate 
in youth has denied it." To this may be added that nothing will tend more 
to unify the educational system, and to bring the whole body of teachers into 
sympathetic and helpful relations. 



200 UNIVERSITY EXTENSION. 

What may be accomplished through University Eextension lectures may 
be seen by the experience of the work in the city of Reading, Pa. "When the 
establishment of a centre of the American Society was first proposed it was 
thought a matter of grave doubt whether despite the size of the city sufficient 
interest could be aroused. It was finally decided to have an introductory 
lecture to explain the movement, and at this meeting it was evident that a few 
earnest workers were enthusiastic in the cause. An organization was accord- 
ingly effected and a systematic campaign was begun. The publications of the 
American Society were widely scattered, and articles were printed from time 
to time in the daily papers in reference to the movement. The element of 
personal influence was not neglected, and to a certain extent a house-to-house 
canvass was made by the Committee. Political Economy was chosen as the 
subject for the first course, and on November 3d, Mr. Edward T. Devine, 
Fellow of the University of Pennsylvania, delivered the opening lecture to an 
audience which taxed to overflowing the seating capacity of Library Hall, 
many remaining standing throughout the lecture. From that time interest has 
constantly increased as indicated by the size of the audiences. A strong Students' 
Association was formed and weekly meetings have been held during the entire 
course. The reasons for such success as University Extension has secured in Read- 
ing are not far to seek. In the first place the local society has made use of all 
those means of success which have been tested so thoroughly in other places. 
The subject chosen is of a popular nature, but yet one which lends itself 
readily to scientific treatment, and from which results of a sound educational 
character may be gained. The lecturer is thoroughly conversant with 
his subject, a fact which is sufficiently indicated by his studies in 
Germany and his position in the Wharton School, wh^re he has 
profited by the excellent instruction of Dr. Simon N. Patten. Fully as 
important as the lecturer's command of his subject is his lucid and popular 
mode of presentation. Mr. Devine has constantly emphasized the educational 
side of the work, and has made thorough use of all the different elements of 
this system of teaching. A final quality which has contributed much to the 
success of the Reading centre, is the fact that the lecturer has laid stress 
not simply on the important of his own subject, but also on the benefits of the 
entire system and has sought to interest the people not only in Political 
Economy, but in University Extension and in general educational subjects. 
He has done this by introducing as a preface to the various lectures a ten 
niinute discussion of such topics of general interest as — The Political Educa- 
tion of the People, The Education of the Common School, The American 
College, Extension of the University, and the University Study of Political 
Economy. 



University Extension, 



A STEP FORWARD. 



It is safe to say that no one who attended the first annual 
* meeting of the National Conference on University Ex- 
tension, which closed its sessions in Philadelphia on Decem- 
ber 31, 1 89 1, failed to be impressed strongly with the fact 
that a step forward had been taken in the work of Univer- 
sity Extension, and that a new era had opened for this 
movement in America. The first stage in the history of the 
work was that of inquiry, of experiment often isolated and 
always more or less unorganized and on the other hand, of 
the dissemination of information and of gradually widening 
knowledge of this system of teaching. This stage is 
definitely passed. University Extension has been success- 
fully established in more than a hundred important towns 
and cities in all parts of the United States and Canada, and 
every one interested in education can now easily gain a 
more or less adequate acquaintance with the methods of 
the movement. 

The time has now come for well organized and syste- 
matic efforts toward the complete development of this form 
of teaching, and for the fullest acquaintance with the ever- 
improving results accomplished under widely varying con- 
ditions. Henceforth it is evident all interested in University 



202 . UNIVERSITY EXTENSION. 

Extension may profit by successful experiments in any part 
of the country, since the b,enefits of careful comparisons 
and of free discussion have been so thoroughly proved by 
this Conference. 

During the three days' sessions delegates were present, 
from a score of States, and from nearly a half hundred of 
our higher institutions of learning, located as far apart as is 
Minneapolis from New Orleans, and Bowdoin College from 
the University of Nebraska. There is no place in the 
United States where Extension work has been done, from 
which reports, either through personal delegates or in writ- 
ten form, were not presented at the Conference, 

As was expected, many of the results of the Conference 
are to be attributed to the presence of Mr. Michael E. Sadler 
Secretary of the Oxford Delegacy for University Extension. 
Mr. Sadler has been at the head of the Oxford University 
Extension since its revival in 1885, and has an unparalleled 
record as lecturer, organizer and writer on this subject. His 
model lecture, which opened the Conference on Tuesday 
afternoon, with its following class, gave to many delegates 
their first opportunity of seeing University Extension teach- 
ing. On Wednesday afternoon, the address of Mr. Sadler on 
the "Main Objects of University Extension," outlined clearly 
and forcibly the lines of development which all who have 
the interests of this movement at heart must follow,, if the 
full benefits which it offers are to be secured. Again, on 
Thursday morning, it was through Mr. Sadler's address on 
the " Organization of Local Centres," that many learned 
for the first time how to commence their practical efforts 
in the spreading of this system. So also in the various 
discussions which at once enlivened the sessions and cleared 
many previous misconceptions, the value of English exper- 
ience was secured the Conference through one of its ablest 
representatives. The American Society has deserved much 
from the friends of University Extension in America, by 



A STEP FORWARD. 203 

securing the presence of the most distinguished leaders of 
the movement in England, and has at the same time per- 
formed one of its most important functions, as indicated by 
Provost Pepper in his address of welcome, in thus aiding 
in the spread of sound ideas as to the essential nature and 
purposes of this great educational reform. Last year Mr. 
Moulton did yoeman service in first attracting general 
attention to the movement. This year Mr. Sadler's ser- 
vices, although different in kind, have been hardly less 
important in results. The American Society has been 
further fortunate in securing also the help of Mr. Halford 
J. Mackinder and Mr.W. Hudson Shaw, who have engaged 
'to appear under its auspices. 

The success of the Conference was in a great measure 
due to the Hon. William T. Harris, Commissioner of Edu- 
cation, whose circular of information issued from the Bu- 
reau at Washington, brought the subject of University Ex- 
tension sharply before the minds of the educators of the 
country. Dr. Harris contributed in the opening address of 
the Conference, on Wednesday morning, a most important 
addition to the philosophy of this movement, and the thanks 
of the Conference were fittingly voted him at the close of the 
last session for the important aid and strong impulse he has 
given the work of University Extension in America. 

It has from the first been the thought of those who have 
studied closely the essential nature of Extension teaching, 
that its largest promise lies in the possibilities it offers for 
hearty co-operation 'of many important forces for the uplift- 
ing of society, which have hitherto acted in entire indepen- 
dence with a naturally resulting loss. This idea was 
strongly presented as the key-note of future endeavor in 
many important addresses in the course of the Conference. 
Dr. John S. Macintosh struck it forcibly in his masterly 
address on the " Church and University Extension," which 
developed the idea of hearty union on the part of these 



204 ■ UNIVERSITY EXTENSION. 

forces, as it has not been developed in the history of twenty 
years of English effort. President James MacAlister 
presented another phase of the same idea when he spoke 
of the relation of this work to the public school system and 
to the common school teacher of America. It was still the 
same idea which underlay the careful presentation by 
General Secretary, Walter C. Douglas, of the Philadelphia 
Young Men's Christian Association, of the great possibilities 
within easy reach of any branch of that organization which 
should carefully, and in detail, put into practice the methods 
of Extension teaching. 

A noticeable characteristic of the American promoters 
of University Extension has been that they have given full 
and free credit on every possible occasion to the English 
originators of this movement. It is pleasant to remark 
then the same quality in our trans- Atlantic cousins, who, 
to mention only one instance, have always stated their in- 
debtedness to America for the Chautauqua idea of summer 
schools, and the Chautauqua idea of home study. Every 
delegate at the National Conference felt it one of the great 
pleasures of the meeting to hear of the work of Chautauqua 
from its eloquent leader, Bishop John H. Vincent. 

The essentially distinguishing feature of the Coafer- 
ence was the number of papers and helpful discussions on 
the practical questions connected with the movement. A 
year ago such discussions would have been of much less 
interest since, as far as America is concerned, they could in 
the nature of the case have had reference only to the results 
of experiments under very differing conditions from our 
own. Now, however, when earnest efforts have been made 
in so many places, to carry out all the details of the system, 
experience has shown many difficulties, some of which 
were expected, but many on the other hand radically differ- 
ing from anything that could be foreseen. Among the 
most pressing difficulties for us is the supply of suitable 



A STEP FORWARD. 205 

lecturers. The first step in the solution of this difficulty 
was taken in the presentation, by Dr. Edmund J. James, of 
a thoughtful and weighty paper on the necessary qualifica- 
tions of the University Extension lecturer. Of almost 
equal importance are the questions as to the function of the 
class and of the syllabus in this system, and the excellent 
papers on these subjects by Mr. Edward T. Devine and 
Mr. Henry W. Rolfe were listened to with great attention 
and were followed by fruitful discussions. 

The special characteristics of University Extension, as 
carried on under widely varying conditions, were indicated 
in the suggestive papers of Professor Wilfred H. Munro, 
of Brown University, and Dr. James Albert Woodburn, of 
the University of Indiana. The greatly differing position 
which the movement holds in New York, as compared with 
other states of the Union, was admirably presented by Mr. 
Melvil Dewey, secretary of the Regents of the University 
of the State of New York, and his able assistant, Mr. Ralph 
W. Thomas. 

Among the reports of progress made at the Confer- 
ence, in addition to those of the gentlemen already named, 
were interesting sketches by Professor Henry E. Chapman, 
of Bowdoin College ; Professor Howard N. Ogden, of the 
University of West Virginia ; Professor W. O. Sproull, of 
the University of Cincinnati; Professor A. V. E. Young, of 
Northwestern University; Professor M. L. Sanford, of the 
University of Minnesota; President William H. Black, of 
Missouri, and President D. R. Kerr, of the University of 
Omaha. Written reports from all other centres of Exten- 
sion teaching will appear in the printed proceedings of the 
Conference. 

It has ever been found that the social element in con- 
nection with such meetmgs is of vital importance. The 
National Conference was in no respects a greater success 
than in this. The citizens of Philadelphia are proverbial in 



206 UNIVERSITY EXTENSION. 

hospitality, but on this occasion fairly outdid themselves. 
The two receptions, the one on Tuesday evening at the 
Art Club, the other at the Academy of Fine Arts on Wed- 
nesday evening, were not only exceedingly brilliant in a 
society sense, but exceptionally pleasant from a purely 
social point of view, and no delegate left the city without a 
strong sense of the peculiar fitness of Philadelphia as a 
place of meeting for such a conference. 



THE UNIVERSITY EXTENSION LECTURER. 



I. 

IT is, of course, an idle matter to spend time trying to de- 
* cide which, of a number of elements in a given combi- 
nation, is the more necessary, when all of them are really 
essential. It is like trying to decide which is the more im- 
portant part of a pair of shears. In this University Ex- 
tension work there are several elements, each of which, 
however insignificant it may appear, is at bottom really es- 
sential to produce the desired result. But, certainly, among 
them all, no one is of more fundamental importance than 
the University Extension Lecturer himself, the man who 
actually does the work for which all the rest of the machin- 
ery exists, the man upon whom the successful working of 
the machinery depends to a larger extent, perhaps, than 
upon any other individual in the whole system, the man 
without whose continuous and devoted attention University 
Extension will accomplish but a very small portion of the 
sum total of the good which lies within its possibilities. 
So, while we cannot say that it is of more importance than 
any other element, yet it is certainly essential to the sys- 
tem. It naturally acquires a certain prominence in our 
consideration by the very numerous points of contact be- 
tween it and all the rest of the work of the system. So, 
on this occasion, I feel that we can certainly well devote a 
very considerable portion of our time to a study of what 
the University Extension lecturer should be, and what he 
should do. 

We rely, in the first place, of course, upon the lecturer 
to prepare the course of lectures, to prepare the syllabus 
used in connection with it, to deliver the lectures, to pre- 



208 UNIVERSITY EXTENSION, 

pare the questions for paper work, to set the lines along 
which the paper work must be done, to criticise the papers, 
and, finally, to conduct for his part an examination on his 
own work. Let us then look first at the lecture itself 
What should the University Extension lecture be ? An 
analysis of the circumstances under which it is given, of 
the audience to which it is given, and of the results which 
may be fairly expected from it under favorable conditions, 
will give us at least some of the more important points to 
be considered in connection with it. 

I think we may say, in the first place, that the Univer- 
sity Extension lecture cannot be the sort of lecture which 
is given to college students. We may lay it down, I think, 
as a fundamental principle that the educational problem in- 
volved in University Extension is, at bottom, a very differ- 
ent one, after all, from that involved in university instruc- 
tion itself; or, at least, that so many of the incidentals con- 
nected with it are so different from those connected 
with university instruction, as to make it essentially 
a different thing. So fully has this been recognized by the 
more thoughtful men who have taken part in the University 
Extension movement, and who have given thought to its 
possibilities and its circumstances that many of them have 
maintained that the expression, University Extension itself, 
is an entirely misleading one, and ought to be discarded for 
a more appropriate term. I shall not go so far as this, for 
I think the question of nomenclature, while having a cer- 
tain importance, is not by any means fundamental. I think, 
moreover, that the term University Extension has acquired 
a certain right to be applied to this particular sort of edw- 
cation, and yet it may well be worth our while to call our 
attention to the fact that the problem after all is different to 
that involved in university instruction from several different 
aspects. 



UNIVERSITY EXTENSION LECTURER. 2O9 

In the first place, the university lecturer who comes 
before an audience of university students, knows what to 
presuppose in the way of previous training. He knows, 
pretty exactly, if he is a thoughtful and observant man, the 
general grade of maturity which has been reached by his 
audience. He knows what they have studied, and how 
thoroughly, on the whole, they have pursued their studies, 
so that he is able to take up their education, so to speak,, 
very directly and immediately where he finds it, and to con- 
tinue it in connection with the subject which he has in- 
hand. The University Extension lecturer, on the other 
hand, has a very different condition of things to meet, in 
this respect. His audience, while made up, as a rule, of 
people who are interested in the work, and are interested in 
improving themselves intellectually and esthetically, is yet 
a mixed audience. It consists of people of various ages, 
of old and young, of people of different sexes, and, often, 
of different nationalities ; and, what is more itnportant than 
all, of people of very different degrees of education and 
training. The University Extension lecturer, therefore, can 
presuppose, one might almost say, next to nothing in re- 
gard to the knowledge and training of his audience. He 
is in very much the same position as the clergyman who 
comes before audiences made • up on very much the same 
lines as those of the University Extension lecturer; and 
certainly no one who has studied the problem would doubt,, 
for a moment, that the clergyman's problem, so far as it is 
educational, is fundamentally a different one from that of 
the University professor. Those of you who have busied 
yourselves especially with the pedagogics of college and 
university courses, are fully aware how carefully and closely, 
as a result of centuries of development, our educational 
system has been knitted together. You will very often 
hear a professor, for example, say it is impossible to teach 
Greek to a boy who has not studied Latin. You will hear 
14 



210 UNIVERSITY EXTENSION, 

a professor of Assyriology say it is impossible to teach As- 
syrian to a boy who has not studied Hebrew. What he 
means, of course, at bottom, is not that it is actually im- 
possible to do so, but that he, by his whole training, and by 
his whole previous education as a pupil, and a student, and 
a teacher, has got thoroughly into the habit, in his pre- 
sentation of Greek and Assyrian, of presupposing a knowl- 
edge of Latin and of Hebrew. So, it has not been so very 
long since men maintained that, in order to teach English 
literature, a knowledge of Latin and Greek on the part of 
the pupil was essential; and, of course, to a certain method 
of teaching that, is undoubtedly necessary, and, perhaps, to 
accomplish certain specific results in the widest and broad- 
est sense, it may always be necessary ; but no one would 
claim that English literature, to-day, cannot be taught and 
well taught to people who have little or no knowledge of 
the classical languages. Now, if the university and college 
man finds it so difficult to adapt one or another element of the 
trditional curriculum to some other condition than traditional 
conditions, how much more difficult the problem, and how 
different, in some respects, must the problem be, when he 
is thrown entirely out of these ruts and placed face to face 
with the pressing problem as to what he can do, from an 
educational point of view, with an audience in regard to 
whose training and scholarship he can make none of these 
presuppositions, to which he has always been used in the 
case of college students. 

There is another condition, to my mind, almost as 
important as that which I have just described and which 
serves to distinguish very particularly the possibilities of 
the work in University Extension from those in college 
and university work itself and that is the length of time at 
the disposal of the university lecturer and the University 
Extension lecturer respectively to produce their various 
. impressions. Real education is a result of time, as well as 



UNIVERSITY EXTENSION LECTURER. 211 

of effort. The time element in education is almost as im- 
portant, if not quite as important, as in economics ; where 
it forms the fundamental element in the conception of 
capital. You cannot secure culture and training, you can- 
not secure those specific things which we connect with the 
idea of a liberal education within a brief period, no matter 
how great the effort the individual may put forth. It takes 
time, in other words, to educate the human being. It 
takes time to educate and discipline along intellectual and 
esthetic as well as along moral lines. Not even the 
warmest believer in and adherent of, the momentary and 
sudden revolution in character which may come from re- 
ligious conversion has ever maintained that anything more 
can be accon;iplished than a mere facing about of the in- 
dividual, a turning of the mind and thought and action 
from one direction to another. Moral culture can only 
come as the result of time, of long-continued as well as of 
vigorous effort. So the university man has, under ordi- 
nary conditions ; at least in our modern institutions of 
learning, whatever may be true of their English counter- 
parts, a certain length of time, a certain period, during 
which he has his audience directly and immediately under 
his control. If he does not succeed in making an im- 
pression the first hour, he can take the second hour to 
present the same thought in a different way. He may 
take a third hour, if necessary. If he does not succeed in 
doing it in one week, he can take a second week or a third 
week. If he does not accomplish it in one month, he can 
take a second month, or a third, or even a fourth or fifth. 
He can make a study, to a certain extent, of the indivi- 
dual students he has before him and with whom he comes 
in contact and adapt his work in some degree to the wants 
■of individual members of his class. 

The University Extension lecturer has not the same 
advantage. He can meet his audience for a dozen times : 



212 UNIVERSITY EXTENSION. 

or, as experience shows, perhaps twice that often, in a given, 
subject, within a year; but experience, both in England and 
in this country, shows that we cannot hope to get hold of 
the same audience, on the average, for more than a dozen 
times for the presentation of any subject ; or, under very 
favorable conditions, for more than twenty-four or twenty- 
five times. The cases in which more than this can be 
accomplished, at least at present, are rare, and I am in- 
clined to think, from my observation of the circumstances, 
are likely to continue to be rare for some time to come. 
The Extension lecturer must, therefore, face the problem 
of getting a certain number of points before an audience, 
which he meets, say, once a week for a period of twelve or 
eighteen weeks. The mere statement of the case shows 
how different the problem involved in the University 
Extension lecturer's work and that of the university 
lecturer. 

There is another side in which the work of the twa 
men is very different. The university lecturer has before 
him, presumably, a set of men or boys who are giving^ 
their entire time and attention to the work laid out and 
required by the college or university. They are supposed 
to be giving themselves up, completely, to this educational 
process, which is involved in the curriculum of the insti- 
tution of learning which they are attending ; and, if the 
claims of society and of athletics or of indolence are 
sometimes too great to allow the actual realization of this 
presupposition, yet, on the whole, the university lecturer 
may fairly count on the bulk of the time of his students 
being devoted, if not to his work, at least to the general 
university work of which his branch forms a part. The 
University Extension lecturer, on the contrary, has before 
him a class of people in whose lives his work forms, even 
if it become what we hope to make it — a permanent, 
feature, yet, after all, only one element and, perhaps, as far 



UNIVERSITY EXTENSION LECTURER. 213 

as time and attention are concerned, by far the smallest of 
several elements which enter into combination to make up 
the life of the individuals composing his audience. He 
finds there the busy man, who gives the bulk of his time 
and attention, during the day, to speculation on the 
street or the working of his factory or the manipulations 
of politics. He finds the woman whose chief attention is 
absorbed by her household duties, by her charitable works, 
by her religious offices. He finds the young man or 
woman, or the boy or girl, whose day is spent in the shop 
or the counting-house or the factory, and who, therefore, 
under the most favorable conditions, with the greatest 
' desire in the world to accomplish something valuable and 
definite, can only give a modicum of his time to this 
particular work, and, even if we succeed in making, by 
our University Extension movement in alliance with all 
the other educational movements of the time, education a 
serious business of life, comparable in the time and atten- 
tion which it takes to that which is given to amusement, 
to the church, to politics ; yet, after all, it cannot ever 
become more than one of these elements and with this 
fact the University Extension lecturer must reckon. 

Closely allied to this point is the consideration that 
one of the fundamental objects of college and university . 
instruction is to make scholars, to produce investigators; 
while the utmost we can hope from University Extension 
instruction is to raise the line of living by creating an 
interest in higher things. We often hear it objected to 
University Extension work that one cannot make scholars 
by six lecture courses. This would be a valid objection by 
any one, if we claimed we could do so. But no one of the 
supporters of University Extension ever made such a pre- 
posterous claim. Much more can be accomplished in a 
scholarly direction than one would suppose who has not 
taken the trouble to examine carefully what has been 



214 UNIVERSITY EXTENSION. 

actually achieved. The elements of interest, of mental' 
maturity, and the training which actual life gives, go a 
long way toward making up for the greater concentration 
and superior elementary training of the college boy. But 
no one would claim that University Extension work, as 
such, directly tends to produce scholars, while this ought 
to be one of the direct tendencies of all college and univer- 
sily instruction. Such a fundamental distinction must 
differentiate the two grades of work, and will keep them 
forever on two separate planes. 

I have not stated these differences in their conditions 
and methods of work for the purpose of discouraging, in 
any sense, those who believe thoroughly in the valuable 
educational aspects of University extension work. I be- 
long to this class myself, and I should certainly not desire 
to discourage myself and those who are working with me 
in this very important field. But I have said these things 
so as to secure a clearer idea of the conditions under which 
the University Extension lecturer must work, as compared 
with those under which the university lecturer is privileged 
to work. Now, I think it follows, without stopping tO' 
draw the conclusion for any one who has followed me in 
this statement of the case, that the University Extension 
lecture must be a very different sort of lecture, in order to 
accomplish the highest educational result under the cir- 
cumstances, from the kind of lecture which would do the 
same thing in the university work itself In the first place, 
details must be left very largely out of sight, except so far 
as detail is necessary in order to emphasize and throw into 
strong and clear relief the general features of the subject. 
I say, except so far as detail is necessary. One of the great- 
est dangers to which the University Extension lecturer is 
liable is that of dealing simply in formal statements, in fun- 
damental propositions, in glittering generalities. Any 
teacher knows that such a method of presenting the maia 



UNIVERSITY EXTENSION LECTURER. 21$, 

features of a subject is foredoomed to failure, for the bald 
statement of general principles is something which conveys- 
but very little idea to the untrained mind. The general 
feature or general principle which the lecturer is trying to 
emphasize must depend far more on the skillful way in 
which it results as the crowning conclusion of a given 
presentation, far more upon its being put in such a form 
that the student himself, out of the details which have been 
given, shall be in a position to formulate the general prin- 
ciple himself, than upon any formal statement, no matter 
how skillfully and accurately it may be made. It would 
take a very skillful man, indeed, to give one lecture upon 
the history of the world which should contain any valuable 
matter for the average college student or average man or 
woman. It takes almost as much skill to treat the whole 
field of Greek, or Roman, or French, or German, or Eng- 
lish, or American history in a course of six lectures, so as 
to produce any abiding result. But it is feasible for the 
man properly prepared in a period of six, or in a course of 
twelve lectures, to present one century, or one half century, 
or one special period of English or French or German 
history in such a way that it shall leave a permanent and 
indelible impression on the minds of some of his hearers. 
It is plain, moreover, that the University Extension lecture 
must, after all, rely for its permanent success upon its ability 
to interest the audience in the subject in such a way as to 
lead them to read about it immediately, thoroughly, per- 
sistently; in other words, that the object of each individual 
lecture, as well as. of the course, should be very largely to 
stimulate an interest in the subject, as distinct from impart- 
ing knowledge on the subject, which latter must, of course^ 
be a leading characteristic of the university lecture. 

And so I might go on to set forth the peculiar condi- 
tions and to analj^ze the peculiar problem which confronts 
the University Extension lecturer and to discuss the 



2l6 UNIVERSITY EXTENSION. 

methods by which he may accompHsh his ends. But I 
have said enough to emphasize the point which I wish to 
urge upon you especially on this occasion, that the Univer- 
sity Extension lecturer must not suppose that the simple 
lecture which he gives to his college and university 
students is the proper one to give to his University Exten- 
sion audience, and to pronounce the opinion that if the 
lecture is successful in the highest sense before the Univer- 
sity Extension audience it will not be the one which, in 
the highest sense, will be successful before the university 
students, and vice versa. We have found, from our experi- 
ence in the short time we have been at work, that our col- 
lege and university men are very prone to fall into this 
error and the result is very noticeable, in cases where they 
iiave done so, in what may be called comparatively ineffi- 
cient work, judged by the reasonable standard which we 
may set up on University Extension subjects. 

But there is another error into which the university 
professor is very liable to fall, and that is the error of giving 
simply what he calls a popular lecture. Nearly all our 
college and university men in this country do more or less 
popular lecturing on their subjects and allied branches, 
before literary societies, teachers' institutes and similar 
organizations, so that nearly every college professor has 
what he calls a popular lecture. It is oftentimes very, very 
far from being so, but it is at least an attempt in that direc- 
tion. When these lectures are really popular, under ordi- 
nary conditions they are very likely to be simply specimens 
of the class known as lyceum bureau lectures. This is a 
very valuable class in its way and one upon which I should 
be the last in the world to wish to throw any slur or odium; 
but it is a class which will not serve the purpose of Univer- 
sity Extension at all — and which, if introduced into this 
field, will rapidly give us, in University Extension, poor 
lyceum-bureau lectures by college professors instead of 



UNIVERSITY EXTENSION LECTURER. 21/ 

good ones by the present lyceum lecturers. The ordinary 
popular lecture of the college or university professor will 
not serve the purposes of University Extension any better 
than the ordinary lecture by the same party to university 
students. 

Enough has been said, I think, upon this point, to 
bring clearly before you the proposition stated above and 
which I wish to reiterate here, that the kind of lecture which 
will accomplish the highest results in University Extension 
work is a very different sort of lecture from that which will 
accomplish the highest results; on the one hand, in the 
university, and on the other, in the lyceum bureau. I would 
urge, therefore, upon the college or university man, who 
thinks of taking up University Extension work, that he, in 
doing so, has a new educational problem before him, a 
problem which will not be thoroughly well solved without 
the most careful and long-continued attention upon his part. 
The fact that university men have not kept this circumstance 
in mind, will account, to a very large extent, to my mind, 
for those numerous failures, in one form or another, of the 
University Extension work which the history of this move- 
ment, in England and in this country, has to chronicle and 
to the large number of attempts, which, while we cannot 
perhaps denominate them as absolute failures, are certainly 
not calculated to encourage us to put forth long-continued 
and renewed efforts along these lines. So much for the 
University Extension lecture. The University Extension 
lecturer, in so far, is the man who can give us a lecture 
which is suited to the conditions which we have sketched 
above. 

EDMUND J. JAMES. 
Philadelphiaf December^ i8gz. 



THE UNIVERSITIES AND THE ELEMENTART 
SCHOOLS. 



ft is commonly said that our modern elementary 
* schools are a result of university culture, working down- 
ward and outward from the great heights and centres of 
learning. In a large measure this is true; though there is 
nother side to the case, which merits consideration. 
Comenius was a Heidelberg student ; Pestalozzi had meagre 
advantages. In Great Britain, Andrew Bell studied at St. 
Andrews, while Joseph Lancaster, his great rival in the pro- 
motion of popular education, began to teach while yet a 
boy and unlearned. Benjamin Franklin, who had himself 
enjoyed very limited schooling, founded the University of 
Pennsylvania. Horace Mann had only a district school 
training till he reached the age of twenty, then he made 
his way through Brown University, and afterwards devoted 
the best years of his life to the improvement of the common 
schools. 

University culture has indeed worked downward and 
made possible the thorough elementary education of the 
present day. Yet some of the best Individ Jal teachers have 
been men endowed with little learning, but with a great 
longing after knowledge, not only for themselves, but for 
others also. Peter the Great is said to have civilized his 
people while remaining himself a barbarian. He is the pro- 
totype of a large class of teachers whose passion for learn- 
ing and for teaching outruns their unaided acquisitiori of 
knowledge. 

The difference between the two classes of teachers re- 
ferred to above may not be so great as at first appears. The 
best university professors are sometimes men who have 

never themselves enjoyed the advantages of university train- 

218. 



UNIVERSITIES AND ELEMENTARY SCHOOLS. 2I9 

ing. In fact, the best instruction a professor gives his 
pupils is in the results of his own independent research. It 
is not the great and only business of a university to pass 
on the same stereotyped body of learning from generation 
to generation of students. In an important sense, a uni- 
versity is a body of self-educated men, constituted for th^ 
purpose of aiding others in the effort toward self-education. 
So the enthusiastic, half-educated teacher may be closely 
allied, in spirit and in habits of thought, to the thorough 
university man. 

Now, the influence of the university upon the common 
schools will be greatly increased, if this large class of as- 
piring teachers can be brought into direct relations with 
university life. Plejre is a tangible class, in which the in- 
stinct of self-help is especially strong. It offers to the uni- 
versities a great opportunity, outside their own walls, for 
discharging their proper function of aiding and directing 
individual effort. And in this instance, such aid and di- 
rection is sure to result in great gain, not only in the wide 
dissemination of knowledge, but specifically in the gradual 
development of university interest, even in the lower 
schools. The reports which come to us from England in- 
dicate that the elementary school teachers are among those 
most interested in, and most benefited by the Extension 
courses of lectures. Such is likely to be the case in this 
country, and the prospect is full of high promise. 

Our teachers in the common schools have been pre- 
pared in a variety of ways to welcome such aid as this 
movement can give. Many of them have followed the 
Chautauqua courses of reading. State teachers' reading * 
circles have been formed, and the results have been excel- 
lent. Regular courses of professional and general reading, 
not so extended as to be appalling, have been laid out. 
County and local branches are organized, and annual ex- 
aminations are held on the work gone over. Institute in- 



220 UNIVERSITY EXTENSION. 

structors observe that those who do the reading prescribed 
for these circles, follow much more intelligently the insti- 
tute lectures on principles and methods of instruction. All 
this is good, but only as a beginning. 

At the present time the chief point of contact between 
the university and the elementary schools is the high school. 
This unique member of our school system, standing mid- 
way between the elementary schools and the colleges, and 
partaking somewhat of the characteristics of both, has 
come to be at once a most important feeder of the higher 
schools, and an agency for quickening and toning up the 
work. of the grades below. It would seem as if it might 
prove peculiarly helpful in the Extension movement. The 
high school class-rooms and laboratories can be used to 
excellent advantage for evening lectures. The graduates 
of these high schools form " alumni societies," which ex- 
ercise a positive influence on the literary and social life of 
the community. Those graduates who do not go to higher 
schools, ought, it would seem, to be eager to avail them- 
selves of the opportunity to attend courses of lectures on 
higher studies, and be able to follow them to advantage. 
Graduates of the local high school will be found in large 
numbers on the force of teachers employed in the lower 
grades. For them these lectures should have an especial 
value, and through their mediation the broadening and el- 
evating influences drawn from the university should filter 
down to the youngest stratum of the school community. 
It remains to be seen, furthermore, whether the teaching 
force of the high school has not a part of its own to per- 
form, in connection with, and somewhat similar to that of 
the lecturers sent out by the university, in this grand for- 
ward movement for the increase of intelligence among the 
whole people. 

Another aspect of this subject is worthy of considera- 
tion. Those who have received professional training ia 



UNIVERSITIES AND ELEMENTARY SCHOOLS. 221 

normal schools — state, city or private — constitute a large 
element among the common school teachers of the country. 
It is a characteristic of normal schools that they lay decided 
stress upon principles and methods of«instruction. The 
result is in many cases that the various sciences come to be 
regarded chiefly as instruments for the discipline of the 
pupil's intellect. This view in an extreme form acts as a 
damper on all hearty interest in the given science in itself 
considered. The university spirit would pursue its studies 
for the sake of knowing, like Ulysses, 

" Yearning in desire 
To follow knowledge like a sinking star 
Beyond the utmost bound of human thought." 

The normal school view, as here presented, is highly 
practical. Normal school teachers often succeed when col- 
lege or university graduates, with broader outlook and 
larger stock of learning signally fail. Provision is now 
made for giving university students, who contemplate teach- 
ing, the requisite professional preparation, by the establish- 
ment of pedagogical professorships. On the other hand it 
is observed that large numbers of normal school graduates, 
either immediately on the completion of their professional 
studies, or after some years of pfactical experience as 
teachers, take time for an extended course in some higher 
institution of learning. The combination of technical and 
general culture accomplished in either of these ways, is a 
valuable contribution to the life of our common schools. 
But what can the universities do to give the deeper culture 
and the broader view to those teachers of thorough profes- 
sional training but limited acquirements, who are unable to 
pursue a regular university course ? It remains for Uni- 
versity Extension to answer this question in act, and the 
answer, if sufficient, will be of great significance to the in- 
terests of our common schools. 

ELMER E. BROWN, 
University of Michigan, December, iSgi. 



ECONOMICS. 



Part I. — Production. 

I^OLITICAL Economy assumes that the social, mental, 

\ vital and physical forces of nature are under man's 

control. It is not concerned with the origin 

PRODUCTION _ '=' 

OF WEALTH Or corrclatiou of these forces in the philosophic 
DEFINED. sense. The production of wealth, however, 
with which Political Economy is chiefly concerned, is noth- 
ing else than the employment of these forces in such a way 
as to satisfy human desires. Heat, light, electricity, mag- 
netism, chemical affinity, gravitation, germination, mental 
and social activity, in endless mutation under man's control 
transform useless matter into useful wealthy and future 
goods into present goods. 

In the study of Production, Political Economy investi- 
gates the manner in which this transformation takes place ; 
seeks to reveal the conditions physical and 

ANALYSIS _ ^ •' 

OF psychological under which it takes place most 

PRODUCTION, economically ; considers in what way human 
energy may be most efficiently exerted in the mastery of 
the natural forces, and makes a special study of the organi- 
zation of industry. 

I. Physical Conditions. — When man comes into con- 
tact with nature he finds that there are certain physical 
principles which will at once determine to some extent the 



ECONOMICS. 



223 



character of the production in which he is about to engage 
and which may be enumerated as follows :* 

A. The periodic character of certain of the natural 
forces. The seasons of the year furnish the most marked 

example of natural periodic action. The signi- 

PERIODIC ^ ^ _ ... 

ACTION OF ficance in production of this periodic action 
NATURE. jj^^ j^ ^j^^ consequent necessity of utilizing 

the forces at the time when they are operative.* 

B. The possibility of natural force becoming latent. 
Food products contain latent muscular strength ; coal is 

stored up, heat and light. In the sun is con- 
^J^^^^J tained all terrestrial force. Transmitted by 

solar radiations the force is again stored up in 
material objects on the earth and becomes latent. It may 
be wcalled forth and utilized, now in one form, now in 
another, sometimes directly in almost any desired form. 

C. Localization of natural forces. Industry has been 
largely influenced by the presence, in a form which can be 
LOCALIZATION utilized, of such forces as gravitation in a good 

OF water power, heat and light in coal beds and 

FORCES. ,1 11 " • • i- 

petroleum wells, superior germmatmg power 
residing in especially fertile soils. For particular kinds of 
production certain localities thus possess decided advan- 
tages. 

D. Persistence of forms. Production has been re- 
tarded by the tendency of certain products to speedy dis- 

pj,^sjs.j.£j^cj, integration. Ultimately .all material forms 
OF change. Vegetable and animal bodies decay; 
rocks disintegrate ; the products of human labor 
are consumed or perish. But for a period which can be 
calculated with sufficient accuracy, products retain the form 
given them. They offer greater or less resistance to dis- 



* In Patten : Theory of Dynamic Economics, these are termed " objectivft 
conditions." See chapter on Theory of Production. 



224 



UNIVERSITY EXTENSION. 



integration and change. Without the action of this princi- 
ple the production of wealth would be totally different 
from what it is. 

E. Efficiency of serial labor. It is discovered 

finally that Production is efficient only when of a serial 

EFFICIENCY charactcr.* One process must follow another in 

OF a certain determined order. With changing 
'conditions the particular series best adapted to 
accomplish the desired end may greatly vary. A man 
does not attain but only approximates the series, which is 
absolutely best. But to act in disregard of the fact that serial 
labor is necessary would be to abandon production and to 
introduce industrial anarchy. 

It is evident that the better these physical conditions 
are understood, and the more completely man adapts his 
production to them the more efficient the pro- 
PHYsicAL duction will be. When man substitutes for the 
PREMISES, perishable food of the savage, food which can be? 
preserved for months, a long step forward is taken in indus- 
try. Commerce arises from an exchange of the results 
of local advantages. Latent forces are more economically 
and fully utilized. The sequence of productive processes is 
modified to secure a larger and more valuable product. 
But it is of especial importance to note that for the civilized 
man and the savage alike these conditions to which atten- 
tion have been called hold good. They furnish the physical 
premises of the theory of production, and their validity 
may be tested by observation of one's immediate sur- 
roundings.f 



* See Patten : Fundamental Idea of Capital, in Quarterly Journal of 
Economics. Vol. III., p. i88. 

f No better exercise could be suggested for the student than to test the 
accuracy of each principle by his own observation, and then to consider 
whether he can add to the list further principles of the same kind and of equal 
importance. 



ECONOMICS. 225 

II. P,LANT Life. — The possibility of utilizing the re- 
sults of plant growth is the initial factor in the production 
of wealth. The cultivation of plants may be 
PLANT regarded therefore as the beginning of indus- 

try. The flesh of animals used for food may 
be regarded merely as grain and grass in a more convenient 
form for the market. Timber and cabinet wood; flax fibre; 
resins and rubber ; perfumes, oils, and medicines from the 
vegetable kingdom, where they are not already objects of 
cultivation as the cereals are, will probably become such. 
The vegetation of the sea yields fish as that on the land 
yields bread and meat.* 

Not the farmer alone but all who are engaged in the 

production of any form of wealth are interested in the dis- 

EFFiciENCY covcry of the relations between plant life and 

OF the satisfaction of man's desires. The efficien- 

^tural" cy of agricultural production depends chiefly 

PRODUCTION. Q^ ^-^Q degree and kind of human energy 

applied ; but the quality of the soil, the character of the 

climate and the location are also prime considerations. 

Only an extremely small portion of the cultivated soil 
is actually made use of as plant food. From soil of which 
one foot in depth will weigh three to four 
THE SOIL. million pounds to the acre, an ordinary crop 
will take of plant food about two hundred 
pounds.f On the other hand, the portion thus utilized 
constitutes only about one per cent, of the weight of the 
plant itself t The rest has come from the air. The prin- 
cipal elements of the soil suitable for plant food are: Iron, 



*Atwater: The Food Supply of the Future, in November (1891) Cert- 
tury. 

I American Encyclopaedia. Art, Agricultural Chemistry. 

% In the case of grass two per cent. — Atwater, as above. In Schonberg's 
Handbuch, v. d. Goltz estimates it at from two to seven per cent. 
15 



226 UNIVERSITY EXTENSION. 

lime, magnesia, sulphuric acid, potash, phosphoric acid and 
nitrogen. All except the last three of these exist in great 
abundance in almost all soils. If plants could get from the 
air directly as much as they need of its inexhaustible sup- 
■ ply of nitrogen, fertilizers would only need to 
FERTILIZERS. supply phosphorus and potash to make the 
most barren soils fertile. It is believed that 
there are several plants, of which the pea, alfalfa, and per- 
haps clover, are examples, which have this power of taking 
nitrogen directly from the air. If this be true the nitrogen 
necessary for plant food may be kept undiminished by 
simply including these plants in the rotation of crops. 
Guano, the ordinary manures, bone powder, and similar 
fertilizers have been expensive and limited in supply ; but 
there have been discovered mines of phosphate in both Eu- 
rope and America which will supply much more cheaply the 
coveted phosphorus. More recently beds of potash com- 
pounds have come to light in Germany. Their use has 
become common in European agriculture and has extended 
to the United States and to the coffee fields of Brazil and 
Ceylon.* 

The economists have usually considered agriculture as 

dependent solely on land area and what they have known 

FERTILITY ^^ ^^^ natural fertility of the soil. Concern is 

OF frequently expressed lest the natural fertility 

should diminish and prove inadequate to new 

demands. But the fertility of land is what man makes it. 

It does not depend on any inherent, original, inexhaustible 



* Professor Atwater, from whose paper in the November Century most of 
the above facts of agricultural chemistry are drawn, states that muriate of 
potash mined, and refined in Germany, brought to this country and applied 
at the rate of 150 pounds, costing $3.50 per acre, on the worn-out soil of 
a Connecticut farm * * * has made all the difference between com so 
poor as to be hardly worth the husking and a crop of sixty bushels per 
acre of the finest shelled corn and a most excellent growth of stalk. 



ECONOMICS. 227 

-quality, but on the methods of agriculture in vogue. It 
increases with new discoveries and the adoption of more 
rational methods, just as the productivity of a factory does.* 
Soil consists mainly of clay, sand, calcium, and vege- 
table mould ;t or of a mixture from which one or more of 
these elements may be absent. Loam is formed 

CONSTITU- ^ 

ENTs OF by the mixture of sand and clay, and is called 
THE SOIL. jjg]^|-^ medium, or heavy, according as the sand 
or the clay element predominates. Clay is formed by the 
decomposition of rock, which, besides the clay, holds in ad- 
mixture potash and other plant foods ; while sand is the 
result of the decomposition of rock comparatively poor in 
food elements. Chemically, neither clay, nor sand, nor 
calcium contribute much, if anything, to the plant growth; 
but they determine the physical character of the soil, and 
the productivity of land depends quite as much on its phys- 
ical as on its chemical properties. | 

The influence of climate is twofold. It acts directly on 

plant life, stimulating when favorable an abundant and varied 

T.T,.T ,r,.xT^^ vegetation, and checking in its most unfavorable 

INFLUENCE O ' & 

OF moods all plant and animal life; it acts indirectly 

on the production of commodities in its influence 

on human energy and industrial activity. In this chapter 



* A special science, agricultural chemistry, is occupied largely with an in- 
vestigation of the methods by wliich the fertility of soils may be systematically 
increased. For the large benefits which agriculture has received from chemistry 
see reports of Professor Johnson, of Yale College, Director of Connecticut 
Agricultural Station ; and the paper by Professor Atwater, to which reference 
has been made above. 

f The vegetable mould is technically termed Humus, and though not the 
chief source of fertility, as was formerly supposed, is still an important con- 
stituent of the soil. 

% The presence of clay tends to make the soil moist and tenacious, ob- 
structs the circulation of air in the soil and renders cultivation difficult. Sand, 
on the contrary, makes the soil dry, loose, and easy of cultivation : v. d. Golti 
in Schonberg's Handbuch, Vol. I, p. 29. 



228 UNIVERSITY EXTENSION. 

we are concerned only with the former, but it should be 
pointed out that climate which is most favorable to the 
natural preservation and increase of plant products may 
sometimes have a most unfavorable effect on man's energy, 
so that the total result may be a balance of these two effects 
instead of their sum. 

Countries which have a warm or temperate climate 
possess great advantages over colder regions, in the variety 
^,^^^„^„^^, and extent of the provisions made by nature 

DIFFERENCES ^ ■' 

IN for the immediate supply of man's wants. 

Even for the vegetation of the Temperate Zone 
a mixed climate, with relatively mild winters and warm, 
sunny summers, furnishes the best conditions.* In com- 
paring climates, however, from the economist's standpoint, 
much besides temperature must be considered. The 
humidity of the atmosphere, the rainfall, the direction of 
prevailing winds and whether they are laden with moisture, 
the frequency and violence of storms, and the possibility of 
predicting their occurrence ; even the liability to earthquake,, 
volcanic eruptions and magnetic disturbance, may be con- 
sidered in connection with climatic conditions. 

Differences in climate are caused by differences in 
distance from the equator and in altitude ; in proximity to 
the sea and to great forests ; in ocean and atmospheric 
currents ; and in the situation with reference to mountain 
ranges, plateaus, and plains. The difference between an 
insular and an inland continental climate is very obvious. f 



* See a short but exhaustive study of this question, by M. Bergsman, in 
Nature. Vol. XXX, p. 392. 

f While in green Ireland the Myrtle grows in the open air, as in Portugal, 
without having to dread the Cold of winter, the summer sun of this same 
climate does not succeed in perfectly ripening the plums and pdars, which 
grow very well in the same latitude on the continent. Guyot : The Earth and 
Man. 



ECONOMICS. 22q 

A somewhat similar effect is observed between a locality 
well-wooded and one which has been stripped of its trees.* 
The student of economics will have much to learn from 
meteorology, for on the atmosphere and its changes depend 
the development of plant and animal life, the currents and 
the navigation of the ocean, and the formation of soils by 
the disintegration and erosion of rocks. 

EDWARD T. DEVINE. 



[The writer would be glad to receive from any source further illustrations, 
suggestions or opinions, bearing on the subjects discussed in these lessons.] 



* Science has demonstrated to the satisfaction of all rational and 
semi-rational beings — including some very conservative rulers of Western 
Europe — that an animal flayed, or a tree stripped of its bark, does not perish 
more surely than a land deprived of its trees. F. L. Oswald, M. D., in 
Popular Science Monthly^ Vol XI, p. 385. The effect on temperature and 
humidity of removing the forests recklessly, while important, does not represent 
the chief loss sustained, which lies rather ia the effect on the power of the 
soil to retain moisture. 



THE IDEAL SYLLABUS.* 



^^HE aim of the University Extension lecturer is not so^ 
^^ much to instruct his hearers directly, as to stimulate 
them to independent study of their own. His work is 
largely a failure if he does not lead them to think for them- 
selves, and moreover to think thoroughly. In writing the 
lectures therefore, in conducting the class, in criticising the 
weekly papers, the thing that he must especially have in 
mind is the necessity of developing thoroughness and inde- 
pendence. And, of course, this holds good of the making 
of the syllabus as well. It likewise must be con- 
structed with careful reference to these two results. 
Consequently it may be said that the best syllabus 
is the one which makes thorough study seem desirable and 
easy, and so tempts the Extension student to undertake it ; 
but which refrains, on the other hand, from guiding his 
steps with such great care that he shall have nothing to do 
but follow, and so shall lose all independence of judgment. 
Permit me to take up these two considerations some- 
what in detail. And first the question of thoroughness. 
What must the syllabus comprise, if it is to help the stu- 
dent to do thorough work ? For one thing, of course, it 
must give him full and accurate information in regard to 
the best books on the subject in hand. This information, 
moreover, must be well-ordered, discriminative. I cannot 
think that a mere list of titles can ever be sufficient. 
The student should be told plainly what works are abso- 



* Paper read at the National Conference, in Philadelphia, on December 



30, 15^91. 

230 



IDEAL SYLLABUS. 23 1 

lutel> essential, what ones stand next in importance, and 
what ones finally are good but yet of minor interest, or 
perhaps special in their nature, so that they should be used 
only by those who wish to undertake comparatively exhaus- 
tive investigations. He should be told, too, in what order 
the books of each of these classes should be taken up, what 
prejudices and prepossessions on the part of their authors 
are to be guarded against, how one volume may be made to 
supplement the deficiencies of another, and so on. In a 
word, the lecturer should, in the syllabus, freely give to his 
pupils, as far as it is possible to do so, the full benefit of that 
knowledge of the literature of the subject which he himself 
has slowly accumulated. In my opinion he may well go so 
far as to specify editions and mention prices. And I cer- 
tainly would have him, in addition to the general hints of 
which I have been speaking, or in connection with them, 
sketch out both a major and a minor course of reading, 
somewhat in detail ; that is, both a leisurely rambling path 
and a short cut through the great field of study that he has 
mapped out in his preceding recommendations. 

Consider for a moment how the syllabus will be used, 
and you will not accuse me of having laid too much stress 
upon this matter of a bibliographical introduction to it. 
Many intending students will turn to it, long in advance of 
the lectures, for hints in regard to preparatory reading. 
Students' Associations will be guided by it in the purchase 
of their works of reference. Libraries will avail themselves 
of its suggestions, in their efforts to use their resources for 
the benefit of local centres. And, most important of all 
perhaps, the syllabus is likely to become, in some cases at 
all events, the hand-book of the solitary student, who, after 
being awakened by the lectures to a deep interest in some 
subject, will strive to continue its study by himself, for 
months and perhaps years, during which time he certainly 
will need all possible assistance. 



232 UNIVERSITY EXTENSION. 

I pass now to the lecture outline. This has varied 
very much, sometimes being a mere skeleton of the lecture, 
in the form of a few short sentences or a series of bare 
catch-words, sometimes on the other hand presenting a 
careful condensation of everything essential in the whole 
discourse. The former method, that of short sentences or 
catch-words, would do very well if the object of this out- 
line were simply to spare hearers the labor and distraction 
of taking notes in the lecture room, it being understood 
that they would carefully write out the substance of what 
they had heard as soon as they reached their homes. But if 
the syllabus is to save them from all note-taking whatever, 
after the lecture as well as during its progress; if it is to be 
made, as I believe it should be, a substitute for such task 
work, serving to recall at any time, however remote, all that 
the lecturer deemed of special value; then it should be 
fairly full, should be an epitome, a synopsis, rather than the 
barest and briefest summary. It will in that case go far 
toward insuring that thoroughness of work upon which I 
am now dwelling ; for it will render it almost impossible 
for the lecture, which is the first step in Extension work 
and thus in certain respects the most important, to be dealt 
with superficially and imperfectly by a student who is at all 
in earnest. 

I would ask your consideration now of a third feature 
of the syllabus, the questions, in answer to which the 
weekly papers are written. Upon the skill with which 
these are chosen depends very largely the value of the 
paper work ; and upon that, in turn, depends, more than 
upon anything else, the final worth of the entire course of 
study. So the questions should be contrived with the 
utmost care. They should not be so difficult as to repel 
the student, nor yet so easy that he may answer them with- 
out some measure of earnest thought. They should cun- 
ningly tempt him to read, consider, compare. They should 



IDEAL SYLLABUS. 233 

suggest to him the many aspects of the subject, its larger 
possibilities, the deep underlying philosophy of it. In fine, 
the questions are of the very greatest importance, and 
demand in their preparation all the lecturer's art. 

Up to this point I have spoken of the necessity of making 
the syllabus of such a character, in every part, that the 
student will be helped, and indeed almost compelled, by it, 
to be thorough and careful in his work. Allow me now to 
call your attention to the necessity of developing within 
him independence as well. The lecturer will render him 
but a poor service if he teaches him to be ever so thor- 
ough, but in so doing represses his originality. So great 
pains must be taken to leave room for the full play of his 
judgment. Hence in the syllabus, as in the lecture, one 
must sedulously avoid dogmatic assertions, or a one-sided 
presentation of the matter ; must persistently maintain an 
attitude of inquiry, and a spirit of fair investigation and free 
discussion. Or, to be less general in my statements, one 
must refrain from giving too much advice about books and 
reading, too full an outline of the lecture, questions too 
searching and exhaustive. Leave the pupil something to 
find out for himself. It is better even to let him make fre- 
quent mistakes than to guard him with too much care 
against making any. 

The task, then, to sum up our conclusions, is to recon- 
cile in the syllabus, as well as may be, two somewhat 
conflicting requirements : the necessity of so guiding the 
student that he shall not find it easy to be superficial, and 
the no less imperative necessity of leaving him so free from 
guidance that he shall be forced to be somewhat independent 
and original in his work. 

I am well aware that a syllabus which should satisfy 
those requirements must be very difficult to construct. 
But so are all forms of Extension work difficult. And it 
is a fortunate thing that it is so. If they were easy, for 



234 UNIVERSITY EXTENSION. 

either teacher or pupil, this movement could not accomplish 
the great results that we hope from it. For strenuous 
effort alone can develop one's powers. It is not to be re- 
gretted, then, that the syllabus is found to require much 
time and much study. And it is plain that the lecturer 
cannot be altogether successful who allows himself to think 
of it as a slight task, something that can be thrown off in 
an hour or two, perhaps even before the lectures are writ- 
ten. He should rather look upon . it as one of the three 
important steps in the preparation of his course. He 
should feel that he has first to master his subject; then to 
construct his lectures, with all his skill ; and then finally to 
devote unlimited time and pains to the making of this guide, 
this hand-book, this representative, always present with the 
student, of himself and his efforts. 

And now, as I close, permit me to commend to your 
notice certain concrete illustrations of what a good syllabus 
should be. I may not refer, of course, to the work of any 
of our American lecturers, lest I should seem to make dis- 
tinctions and comparisons, but I can and do suggest that 
all who are interested in the matter study the syllabi of 
our English visitors, of last year and this. 

HENRY W. ROLFE. 

Philadelphia, December ^o, i8gi. 



NOTES. 

It is a matter of note that the recent Conference was attended not simply 
by the friends of University Extension, but also by those not thoroughly con- 
vinced of the advantages claimed for University Extension. The presence, 
however, of such men as President G. Stanley Hall, of Clark University, who 
is not among the believers in the system, is, as was pointed out in another con- 
nection, one of the surest safe-guards of the wise direction of the movement. 

The first course of University Extension lectures was opened at Scranton, 
Pa., on November i6th, with a lecture on " Burns " by Dr. W. Clarke Robinson. 
The success of this centre was quickly guaranteed by the sale of nearly six hun- 
dred course tickets. Dr. Robinson was for several years lecturer in the Uni- 
versity of Durham, and is a peculiarly magnetic and inspiring speaker. He 
holds degrees from the University of France and from Heidelberg, and is the 
author of several volumes on the early literature of England. Carbondale, 
Honesdale and Green Ridge joined with Scranton in securing the entire time 
of Dr. Robinson for six weeks. 

The possibilities of co-operation on the part of the Church with those 
active in University Extension, were well exemplified by the deep interest of 
leading clergymen in the sessions of the Conference, and such interesting 
addresses as that of the Rev. William Wilberforce Newton, of Pittsfield, 
Mass., who described so well the condition of things in his own town and in 
similar towns in Central New England as demanding imperatively such oppor- 
tunities as Extension teaching affords. Dr. W. W. Newton and his distin- 
guished brother. Rev. Heber Newton, of New York, have contributed much to 
the awakening of interest in educational and social affairs so characteristic of 
the Church in these days. 

Attention is called to the interesting article in this issue of University 
Extension by Professor Elmer E. Brown, of the University of Michigan. It 
would be difficult to find one more competent to speak on the subject of the 
" Universities and the Common Schools " than Professor Brown, who is one of 
the ever-increasing number of specialists trained in the best Universities of 
Europe, in the study of the various educational systems, and in the investi- 
gation of special educational problems. Professor Brown's suggestions as to 
how the relations between the University and the Common School may be 
strengthened through University Extension, come with special force, since his 
own University has entered with such vigor on the establishing of centres 
throughout the State, and in its report made such an excellent showing at the 
National Conference. 

235 



236 UNIVERSITY EXTENSION, 

Prof. Isaac N. Demmon, head of the English department of the Univer- 
sity of Michigan, has been lecturing to large audiences under the auspices of the 
Detroit Institute of University Extension. Prof. Demmon has been identified 
with the State University for many years and has exerted a strong influence on 
the teaching of English throughout the State. To him is due the introduction 
of the seminary method of study at Michigan University and many other 
reforms which have not only made his department one of the most popular in the 
curriculum, but also greatly advanced the general interests of the institution. 
University Extension has received the cordial support of the most prominent 
citizens of Detroit. The President of the Institute is Hon. Thomas W. Palmer. 
The Secretary is Mr. Henry A. Ford, of the Detroit Tribune, and on the 
Board of Directors is the Rev. Dr. C. R. Henderson, who has been most active 
in the work. 

The West Virginia Society for the Extension of University Teaching was 
organized by members of the faculty of the State University and other promi- 
nent educators, at Morgantown, October 16, 1891. The following g'entlemen 
constitute the Executive Committee and officers of the State Society : Presi- 
dent, W. P. Wiley ; Vice-President, John A. Myers ; Treasurer, John I. Harvey ; 
Secretary, H. N. Ogden. Additional members of the Executive Committee 
are E. N. Turner, F. B. Reynolds and J. W. Hartigan. The first announce- 
ment of the Society pledges its earnest endeavors in carrying out the plans and 
methods of the American Society, to whose publications the successful estab- 
lishment of the West Virginia Society is largely due. Much interest has been 
manifested in this movement by the other higher institutions of West Virginia 
and everything points to a successful carrying out of this system of teaching 
under the efficient management of the officers mentioned. 

The statement has often been made in connection with the movement of 
University Extension that one great function is to use to better advantage the 
existing means of instruction. Many opportunities have so far been bound up 
in the foundations of higher institutions and have been available only to a very 
small number. A good instance of what may be accomplished by this system 
of teaching in extending advantages to those outside the university, may be 
found in a course in Biology offered at present by Dr. H. C. Bumpus, of Brown 
University. These lectures are for the benefit of the pupils of the Providence 
Normal School, the limited resources of which has prevented them so far from 
gaining the advantages of higher scientific training. At little additional effijrt 
on the part of the faculty of Brown University and at little expense on the 
part pf the Normal School, these lectures are given, and their results, both in 
the way of inspiration and of actual knowledge gained, are already evident. 

The munificence of Americans toward education has become almost pro- 
verbial. Perhaps no better illustration of the wise generosity of wealthy men 
can be found than the establishment of the Drexel Institute of Philadelphia. 



NOTES. 237 

Not less than a million and a half dollars will be used to secure new advan- 
tages, especially in technical education through this institution. The direction 
of this new force in Philadelphia education is in the hands of Prof. James 
MacAlister. It is not too much to say that as Superintendent of the Philadel- 
phia Schools, Dr. MacAlister effected a practical revolution along many lines, 
and no one can compare the present condition of the public school system of 
Philadelphia with that of some years since without feeling the great services 
that he has done the city. President MacAlister is a member of the Executive 
Committee of the American Society, and has steadily upheld the necessity of 
developing most fully all the elements of this system of teaching, and the 
broad policy of the Society is largely a result of his liberal ideas. 

The Lancaster, Y2i., News, of December l8th, says: " With this lecture 
closed the first series under the auspices of the American Society. Mr. Devin.^ 
is to be congratulated upon his ability to arouse and sustain a decided interest 
in a subject about which few people have more than a very general idea and 
one which has never before the institution of University Extension methods 
been popular. The work done in class, and more particularly by students who 
have contributed papers, has been of a high and progressive standard of excel- 
lence." Much credit is due the excelleiit organization of the Lancaster Centre 
of Extension teaching and to those who worked so actively on the local com- 
mittee for the establishing of the Centre. President Stahr, of Franklin and 
Marshall, and many of his colleagues of the faculty of that venerable institu- 
tion, were in hearty and sympathetic touch with the movement. The success 
which Mr. Devine has secured during his first year of Extension lecturing is 
full of significance for young men looking forward to their life's career. That 
the opportunities in this direction offered by this work have not escaped notice 
is proved by the large number of young university tutors and post-graduate 
students who were in attendance at the National Conference. 

The attendance at the National Conference of those interested in Ex- 
tension work in Pennsylvania was large. Some of those present at the 
various sessions were: President Chas. DeGamio, of Swarthmore College; 
President J. Edgar, Wilson College, Chambersburg ; Prof. Robert W. Rogers, 
Dickinson College ; Prof. August Phalmann, Lutheran Theological Seminary, 
Gettysburg; Prof. Chas. F. Hines, Dickinson College; Prof. Andrew E. 
Meloy, State Normal, Lock Haven ; Prin. J. R. Dimm, Missionary Institute, 
Selins Grove; Prof. Arthur Beardsley, Swarthmore College; Prof. M. H. 
Richards and Prof Geo. T. Ettinger, Muhlenberg College ; President John S. 
Stahr, Prof. John B. Kieffer, Prof J. E. Kershner, Prof. Joseph H. Dubbs, 
Rector W. W. Moore and Prof. John J. Rothermel, Franklin and Marshall 
Colleges; President W. W. McKnight, Pennsylvania College; Col. Charles 
E. Hyatt, President Pennsylvania Military Academy ; Prof. William P. Birnes, 
Dickinson College; Supt. Charles F. Foster, Chester; Dr. Murray Gait 
Motter, Lancaster; Mr. T. E. Schmauk and Mr. S. R. Hoover, University 



238 UNIVERSITY EXTENSION. 

Extension Society, Lebanon; Mr. Charles S. Prizer, University Extension 
Society, Reading ; President S. A. Martin, Lincoln University, and Supt. R, 
K. Buehrle, of Lancaster. 

The success of the University Extension movement depends largely on 
two factors, our higher institutions of learning on the one hand and the people 
on the other. The first must be interested in the work and alive at once to the 
possibilities of this system of teaching and the great responsibilities resting on 
them of promoting as far as possible, the interests of education in every form. 
The latter must be able to see the benefits that the movement offers them and 
to realize that the University is in fact brought to their very door and that many 
of the results of higher education can be secured by them, even under the 
restraining conditions of the active duties of life. It is clear that those institu- 
tions can best undertake the work which are nearest the people and can most 
readily draw them within the sphere of their influence. It is hardly necessary 
to say that our great State Universities are in this position. The University of 
Michigan, for example, is at the head of a great public school system, through 
which the children ot the State are brought by easy gradations to its very doors 
and in which the great public high schools are bound to it by the closest rela- 
tions. Such a University has its roots deep in the life of the people and can, 
if it will, enormously affect the tone of that life. Nothing in connection with 
the movement is more gratifying to its earnest supporters than the zeal and 
energy with which our State Universities have undertaken the work. The 
Universities of Michigan, "Wisconsin, Minnesota, Iowa, Kansas, Missouri, 
Indiana, and the Pacific States have outlined and undertaken far-reaching plans " 
of Extension teaching. Their influence in general educational movements 
have always been strongly felt in our sectarian institutions and in the smaller 
colleges of the various States. That this new movement will be no exception 
in this particular is already clear. 

Among those attending the National Conference from a distance were the 
ollowing : Hon William T. Harris, Commissioner of Education, Washington, 
D. C. ; Bishop John H. Vincent, Chancellor of the Chautauqua System, Buffalo, 
N. Y. ; the Right Rev. Leighton Coleman, Bishop of Delaware, Wilmington, 
Del. ; Prof. Leshe A. Lee, Bowdoin College, Brunswick, Me. ; President M. 
H. Buckham and Prof. F. M. Corse, University of Vermont, Burlington, Vt.; 
Rev. William Wilberforce Newton, Pittsfield, Mass. ; Mr. R. P. Kaighn, Y. M. 
C. A., Springfield, Mass. ; Prof. Arnold Zullig, High School, Watertown, Mass. ; 
Mr. Charles B. Davenport, Harvard University, Cambridge, Mass. ; Mr. Henry 
Baldwin Ward, Harvard University, Cambridge, Mass.; Supt. William E. 
Hatch, New Bedford, Mass. ; President G. Stanley Hall, Clark University, 
Worcester, Mass. ; Prof Wilfred H. Munro, Brown University, Providence, R. 
I.; Prof. Henry E. Bourne, Norwich Free Academy, Norwich, Conn.; Rev. 
F. R. Hartranft, Hartford Theological Seminary, Hartford, Conn. ; Prof. Henry 
Ferguson, Trinity College, Hartford, Conn. ; Prof. George P. Fisher, Yale 



NOTES. 239 

University, New Haven, Conn. ; President S. P. Raymond, Wesleyan Univer- 
sity, Middletown, Conn. ; Secretary Melvil Dewey, University of the State of 
New York, Albany, N. Y. ; Mr. Ralph W. Thomas and Mr. Fred Sherley, 
Albany, N. Y. ; Rev. A. B. Philputt, New York City ; Mr. B. C. Day, Columbia 
College, New York City ; Principal F. B. Pratt, Pratt Institute, Brooklyn, N. Y. ; 
President H. A. Buttz, Drew Theological Seminary, Madison, N. Y. ; Prof. 
Franklin W. Hooper, Brooklyn Institute, Brooklyn, N. Y. ; Mr. H. E. Hayes, 
New York City; Prof. William Libbey, Jr., College of New Jersey, Princeton, 
N. J. ; Mr. H. I. Budd, Mount Holly, N. J. ; Secretary W. A. Venter, Y. M. 
C..A., Trenton, N. J.; Mr. J. R. Howell, Mount Holly, N. J.; Supt. Charles 
D. Raine, Mount Holly, N.J. ; Supt. William Milligan, Woodbury, N. J. ; 
Prof. George A. Harter, Delaware College, Newark, Del. ; President A. N. 
Raub, Delaware College, Newark, Del. ; Principal E. O. Hovey, Newark, Del. ; 
Mr. Edgar G. Miller, Baltimore, Md. ; Mr. J. H. Hollander, Baltimore, Md. ; 
Dean John B. VanMeter, Women's College, Baltimore, Md. ; Mr. R. W. Grine, 
Johns Hopkins, Baltimore, Md. ; Mr. R. B. Bigelow, Baltimore, Md. ; Presi- 
dent Thomas Fell, St. John's College, Annapolis, Md. ; Mr. David Kinley, 
J3altimore, Md. ; Mr. D. I. Green, Baltimore, Md. ; President H. McDiarmiad, 
Prof. F. N. Dowling and Prof. L. C. WoUery, Bethany College, Bethany, West 
Va. ; Prof. Howard N. Ogden, University of West Virginia, Morgantown, W. 
Va.; Dr. Charles W. Stiles, Washington, D. C; President W. W. Smith, 
Randolph-Macon College, Ashland, Va. ; Prof. W. O. Sproull, University of 
Cincinnati, Cincinnati, Ohio ; President D. B. Purinton, Denison University, 
Granville, Ohio; President Charles W. Super, Ohio University, Athens, Ohio; 
Prof. W. A. Merrill, Miami University, Oxford, Ohio ; Prof. James A. Wood- 
burn, University of Indiana, Bloomington, Ind., Prof. A. V. E. Young, North- 
western University, Evanston, III. ; President Carl Johann, Eureka College, 
Eureka, 111. ; Prof. M. L. Sanford, University of Minnesota, Minneapolis, Minn. ; 
President William H. Black, Missouri Valley College, Marshall, Mo. ; Presi- 
dent Edward C. Mitchell, Leland University, New Orleans, La. ; President D. 
R. Kerr, University of Omaha, Omaha, Neb. 

The possibilities of Extension work in any one city and the influence this 
movement exerts in uniting different agencies, are well illustrated in the city of 
Milwaukee, from which President R. C. Spencer, of the People's Institute, 
sent the following report of the National Conference : " Milwaukee has taken 
the course in American History, the Colonization of North America, by Prof. 
F. J. Turner, of the University of Wisconsin. It was delivered under the 
auspices of the Chautauqua Club, in the Entertainment Hall of Plymouth Con- 
gregational Church, and has been successful, both in attendance, character of 
the audience and interest manifested. The expense of the course was guaran- 
teed by Hon. John L. Mitchell, Member of Congress for this district. Tickets, 
for the course of six lectures were 50 cents. The course in English Literature, 
.by Prof. J. E. Freeman, is in progress at the State Normal School, under the 



240 UNIVERSITY EXTENSION. 

auspices of the faculty of that institution. It is also being given in the Guild 
Hall of St. Paul's Church, under the auspices of the Young People's 'Society. 
In both places the attendance is large and comprises our most intelligent and 
cultured people. The tickets for this course are 75 cents for six lectures. 
The course in Scandinavian Literature, by Professor Julius E. Olson, will 
be given after the holidays, under the auspices of a society auxiliary to the 
People's Institute. The expense of this course is guaranteed by Mr. John John- 
ston, cashier of the Wisconsin Marine Insurance Company Bank, tickets for 
which are fifty cents for six lectures. The course in Economics, by Professor 
J. B. Parkinson, has just been concluded, and was given on successive 
Saturday mornings at half after 10 o'clock. It was attended principally by 
students from the various schools and institutions of the city and by teachers. 
It was given under the auspices of the People's Institute, and the expense was 
defrayed by the Spencerian Business College. It will be repeated after 
the holidays, Friday evenings, for the convenience of business men. The 
course in Bacteriology, by Professor E. A. Birge, will begin after the 
hoUdays in the Science Department of the Public High School. The 
expense is defrayed by Mrs. E. P. Allis, for the benefit of students of this 
branch of science. This course will also be given before the Medical Society. 
The course in Electricity, by Dr. H. B. Loomis, will be given under the 
auspices of the Wisconsin Electric Club, of which Prof. A. J. Rogers, of the 
Public High School, is President. The railroads furnish free transportation 
within the State to University Extension Lecturers. Judge George H. Noyes, 
of the Board of University Regents, is chairman of the University Extension 
committee of the People's Institute, which has fostered and encouraged 
without attempting to manage or direct. Regarding University Extension as 
experimental in Milwaukee, it was deemed best to let it shape itself. The 
result is better than expected. Little has been attempted through the press or 
otherwise to create special interest in the movement, and it has, therefore, been 
spontaneous. If we may judge from our limited experience, Milwaukee will 
be counted as an auspicious field for University Extension work. Before the 
close of the season a meeting will be held of the societies, persons and profes- 
sors interested in the several courses of University Extension lectures given 
in Milwaukee, for the purpose of comparing notes and arranging plans for the 
coming year. 



University Extension. 



UNIVERSITY EXTENSION. WHY? 



^he Chautauqua movement, the Young People's Society 
^ of Christian Endeavor and University Extension have 
been matured from the first. They may be said to be aged 
respectively fifteen, ten and three years, though the last was 
earlier born in England. Without discounting in the least 
an allegiance to Bishop J. H. Vincent, of C. L. S. C. fame, 
to Rev. Dr. F. E. Clarke, father of the Y. P. S. C. E. move- 
ment, or to Prof E. J. James, the University Extension 
leader, it is safe to say that no such great popular enlist- 
ment would have been possible by any man or group of 
men but for a peculiar ripeness of conditions. 

What these men did was to utilize, focus and direct 
conditions that already existed. This may be easily illus- 
trated in the case of University Extension. It was " in the 
air;" there was a ripeness for it, as the following experience 
will tend to show: In the year 1881 the pastor of the 
Prospect Hill Congregational Church, Somerville, Mass., 
realized that there were in the parish a number of young 
people whose use or abuse of evenings was unsatisfactory. 
There had been a course of lectures and entertainments each 
winter, but the result, other than financial, was not entirely 
gratifying. The benefit was largely but for the evening, 
and bore no fruit by way of the home life or intellectual 
activity on other evenings. These cultivated a love for en- 
tertainments, but not for home or study. He sought some 
use of one evening each week that would be attractive and 

instructive on that evening, and would at the same time 

241 
16 



242 UNIVERSITY EXTENSION, 

give something to do and think about the remainder of 
the week. He chose as his theme "EngHsh History," 
which he feared would have no attractiveness ; it was chosen 
because he could prepare for it most readily. Notice was 
given that upon a certain Monday evening he would meet 
in the vestry those who would form a class for the study of 
English History. There was to be no concert or other side- 
show to draw them in ; they were to come to study. 
Imagine his surprise when two hundred and fifty responded 
to the invitation ; the class was forced into the church, and 
the interest was kept up for twenty-one consecutive weeks. 
It would be the height of folly to assume that this interest 
was due to the pastor. It was " in the air." There was a 
ripeness of conditions. People wished something of the 
kind. The appetite was fully developed. 

The most remarkable fact is that his methods were 
identical with those of the present University Extension 
plan. I would not believe the resemblance could be so 
close but for incontestable proofs in print. But for printed 
matter, it might be thought that the resemblance was a mere 
play of the imagination, which is in the habit of construct- 
ing such resemblances. The plan was to have a meeting 
of an hour and a half, the last half of the time being 
devoted to a lecture by the pastor upon a given period in 
English history. This was focused for the concentration 
of interest upon points which were to be studied by the 
class. They were then presented with a syllabus of the 
lecture, written in a readable form. It contained as much 
matter as four pages of an ordinary book. This was pre- 
pared by him each week, and always contained references 
to some twenty books, stating volume and chapter, in which 
they could find the special topics treated. All the class 
purchased some books, and they very generally used the 
public library, the librarian taking much pains to get all the 
.books they would use, and accommodating them with 



UNIVERSITY EXTENSION. WHY? 243 

special tables. It was the testimony of the librarian some 
years afterward that historical reading became suddenly and 
permanently attractive in the city. 

At the close of every era the leaflet contained a series 
•of review questions, covering every important event from 
the very beginning. The first half of each evening was 
devoted to a recitation on the part of the class, and to a 
discussion of the lecture of the previous week. Before the 
course closed the syllabus had become a weekly paper 
' styled Self-Help, which contained facts about the class and 
its work in addition to the lesson. The tangible fruit of 
that winter's work was enough to rejoice any heart. It is 
not easy to concentrate responsibility for result upon any 
one influence, but it is known that with many it revolution- 
ized the use of time, thought and money. A number of 
boys who had foolishly left school before completing the 
grammar school course entered upon studious habits. 
There is at least one clergyman and one editor whose in- 
spiration to make something more than clerks of themselves 
dates from that class. Seven young ladies became teach- 
ers ; six entered upon some phase of missionary labor; one 
is the wife of a college professor, and her husband is a col- 
lege professor largely through the direct influence of that 
class ; a brilliant wife of a prominent Massachusetts pastor 
owes more than can be told to that class ; and tens of 
thousands have sat spellbound before the eloquence of a 
woman who was working in a shop, when that class made 
for her an opportunity. 

It is the height of privilege and responsibility to take 
advantage of such a prepared condition of society, and I 
prize no memories so much as the privilege of having been 
that pastor, at that time focusing the conditions of the 
hour. What I did in one community is now being done in 
thousands, and the fruit of that winter's work is to be mul- 
tiplied a thousand-fold, not alone because of the organiza- 



244 UNIVERSITY EXTENSION. 

tion of the University Extension movement, but because 
that movement organizes all the forces, of which mine was 
a solitary waif. 

From the C. L. S. C, the Y. P. S. C. E. and University 
Extensison, let us learn to be in readiness to utilize promptly 
every condition that is developed by unseen forces. America 
cannot afford to make the world wait for its opportunity to 
harvest ripened fruit. 

A. E. WINSHIP. 
Boston, January i, iSgs 



THE EDUCATION OF CITIZENS. 



'niversity Extension in England is passing through 
the most serious crisis in its history. From the 
position of a private society, or rather group of societies, 
it is rapidly rising to the rank of a national institution. 
What will be its final organization, and precisely what place 
it will take in the scheme of national instruction no one 
can yet say. It is clear, however, that the decisions made 
in the present juncture involve far-reaching consequences 
and great responsibilities. Under such circumstances we 
need not wonder that a keen debate has arisen as to what 
is called " one-sided endowment " — the subsidizing by the 
County Councils of scientific and technical subjects to the 
exclusion of history and literature. For the moment the 
latter subjects are undoubtedly at a slight discount, but 
reaction cannot long be delayed. In the meantime, though 
the advocates of " arts " teaching are chafing at what they 
consider the unjust fostering of the sciences, it is quite 
open to question whether the introspective characteristic of 
a time of trial will not bring them ample compensation in 
the long run. Let the historians take advantage of the 
slackness of their trade, to take stock of their wares, to 
rearrange their shop windows, and to improve their methods 
of business. The crisis is a local one, and affects only 
Englishmen, but any consequent improvement of the 
system involves general principles which may not be with- 
out interest to Americans. 

That it is the bread and butter side of the physical 
sciences which has attracted both the masses and the 
legislators goes without saying, but whether this is a com- 
plete explana'-.ion of the present position is doubtful.' 
University Extension is not the only organization which 



24S 



246 UNIVERSITY EXTENSION. 

offers scientific training to the young artisans of England- 
Many thousands of them have long been under the influ- 
ence of what is known as the " South Kensington " system 
— the " Science and Art " department of the Government — 
and popular lectures, such as those given under the auspices 
of the Gilchrist trustees, have until lately been almost 
entirely on scientific topics. But University Extension is 
the only large system which brings histdrical and literary 
teaching within reach of our average citizens, and it has 
long been a matter of regret that with the exception of a 
few brilliant experiments connected with such names as 
Moulton and Hudson Shaw, even University Ex'-ension 
lecturers have failed to interest any large numbers of young 
workingmen of the better sort in " liberal " as opposed to 
" technical " subjects. That these have been exceptions to 
the rule seems a fair indication that the methods of the 
average lecturer have not been wholly blameless. But 
deeper than this cause is another. Neither teachers nor 
learners seem to be inspired by any great ruling ideas. 
The intelligent masses are still for the most part, in the 
intellectual position of the cultivated classes a generation 
or more ago. They are still dominated by scientific analy- 
sis, still awed by the results it reveals to them, and as yet 
hardly touched by the spirit of the historical method. 

There are many workingmen geologists and botanists, 
who rank as authorities in the scientific world on the rocks, 
and plants of their localities ; but we have yet to hear of 
similar investigators into local institutions, a matter of end- 
less interest and variety in this old land of England. The 
truth of the matter is, that it is not wholly bread and butter 
which draw the artisan to scientific hobbies, but the practical 
atmosphere of the laboratory and the field so completely 
in harmony with his training and his experience in life. It: 
is not wholly the labor for mere love which repels him from 
history and literature, but the " booky " taint which hangs. 



THE EDUCATION OF CITIZENS. 24/ 

round the lecture-rooms, so artificial and alien to his life . 
And the artisan is right. The scientist appeals to his 
experience, carries him stage by stage from the well-known 
to the unknown ; the historian too often starts him in mid 
ocean, gives him no bearings, and throws him ropes only 
in the form of literary references and intimations which his 
mind cannot possibly grasp. In America, to some extent 
freed from the educational prejudices of our old civiliza- 
tion, the contrast may be less marked ; but in England the 
forces working toward such results are only too obvious. 
In the University class-rooms the scientific lecturer 
encounters for the most part young men of the wealthier 
classes, whose school training has been mainly literary, and 
who are mere beginners in science. He has to effect more 
or less of a revolution in their mental attitude and to begin 
often de novo. His literary or historical colleague, on the 
other hand, continues in the ruts of the school, and appeals 
rightly, and with force, to the chief experience common to 
the whole of his peculiar audience — an experience of books 
A young artisan of one or two-and-twenty may know little 
of books, but his experience of life is often much larger 
than that of a richer contemporary who has never had to 
" rough it." It is an error, both of commission and omis- 
sion, to base history for such a man in books instead of 
life. 

The pity of it all is that the historian is usually far 
better equipped as a lecturer than is the scientist. In the 
matter of language alone he has far less to tempt him from the 
fount of pure English, and has had far more practice in 
its use. Could he throw off the academical gown, could he 
cultivate more assiduously the art of reading history — even 
ancient hisiory — in every detail of the present, he would have 
little to fear from scientific competition. For historical teach- 
ing is an art distinct, to some extent from historical research. 
The two are nearest, and the teaching easiest under the ccn- 



248 UNIVERSITY EXTENSION. 

ditions of a University ; they are remotest and the teaching^ 
most difficult with an artisan audience. From this point of 
view it is not only the teachers who must look into their art, 
but the very system which must be reconsidered. The curri- 
culum limited to the old universities is not always the best 
for the People's University. There are as many modes of 
approaching a subject as there are students with differently 
prepared minds. Here, indeed, seems to be the chief cause 
of failure in the historical and literary teaching of the 
University Extension system. Forgetting that a University 
is one thing, and University Extension another, we have 
sought too much to copy models at a distance, instead of 
striking out boldly along new lines ; and we have been thus 
timid and imitative, because we have not selected an idea 
on which to frame our methods of exposition and our curri- 
cula. In a democratic age what nobler idea on which to 
build a system of historical and economic teaching than the 
training of citizens? 

Individual courses are giving place to sequences of 
courses. Let us arrange the courses over, say a three 
years' period, so that students may gain a broad and elevated 
view of the political or economic working of a nation. 
Such a study need not be confined to very modern periods, 
or yet to the native country. The histories of the Floren- 
tine or Athenian democracies would be admirable if treated 
from the right point of view, but at every stage the analogies 
and contrasts with familiar English or American "actuali- 
ties " must be brought to the front. Or if original docu- 
ments are to be studied, and yet foreign tongues are barred, 
what finer school than the collection bearing on the English 
Civil War which has been put in a single volume by Dr. S. 
R. Gardener ? So too with literature, the masses should be 
drawn to great books to find noble aspirations and ideals 
nobly expressed. The critical study of the academic, aimed 
at the training of revisers of texts, is not for them. 



THE EDUCATION OF CITIZENS. 249 

Of course there will be criticism of such a position as 
that taken in this paper. Probably it will be attacked by 
those who wish for a higher, a more detached, a more 
objective attitude than that implied in citizen-education. 
That an elevated and detached point of view, the power of 
precise thought and the power of precise expression are the 
aims and the characteristics of" Culture " is admitted. But 
they are none the worse for being attained to some extent 
unconsciously ; and in the present state of the world they 
are certainly not calculated to inspire a nation or a class 
with ideals in common, or to move them to united action. 
Oxford has surely not suffered as a training ground for 
England's youth from the waves of generous enthusiasm, 
the fleeting " movements " of which it is. periodically the 
scene. In a word, I hold, that at a time, when, in England 
at least, history and literature are under a passing cloud, 
and at a time when we are called upon to chain our courses 
into logical sequences, we should not be governed too 
strongly by academic precedents, but boldly construct 
under the inspiration of large ideas. And in history, at 
any rate, we have, it seems to me, a key-idea in the training 
of enlightened citizens. 

HALFORD J. MACKINDER. 

Oxford, January, 18^2, 



THE UNIVERSITY EXTENSION LECTURER. 



II. 

^T^here are, however, other elements than the mere lecture 
>«^ in the scheme of University Extension instruction. In 
immediate connection with the lecture is the -syllabus or 
outline of lectures, and in the construction of that syllabus 
the University Extension lecturer has an opportunity to 
show all the qualities, except the mere one of pleasant and 
effective address, which he needs to employ in the prepara- 
tion and delivery of the lectures themselves. 

No one can help being struck who has taken the pains 
to read over the syllabi published in England by the various 
men who have lectured in this field and by the same efforts 
made on this side of the water ; I say no one can help 
being struck by the fact that the average syllabus is a poor 
affair, that it contains but little help to clear consecutive 
thought and that it contains but little help towards follow- 
ing up the lecture and the lecture course in a systematic 
way ; that it has but little to do in inspiring the student 
with the interest in the study which is fundamental to any 
great success along these lines. A mere summary of head- 
ings which the lecturer proposes to discuss has, of course, 
its value. A mere series of statements of principles, which 
the lecturer proposes to develop and illustrate, has, of 
course, its value ; but, if that is all which the syllabus con- 
tains, it falls very far below the level of efficiency which is 
easily within the reach of the skillful and successful lec- 
turer. The syllabus should be a sort of guide to the study 
of the subject which the lecturer proposes to present, a sort 
of cord which shall lead the student through the labyrin- 
thian windings of the mass of literature which exists on all 



THE UNIVERSITY EXTENSION LECTURER. 251 

these subjects and lead them carefully and steadily and co - 
stantly to the wide outlooks, to the important views, to the 
soul-stirring altitudes which should make up and mark his 
intellectual and aesthetic progress, so far as it is aided and 
directed by this particular course of study. It should give 
to the person who has it some definite knowledge as to 
what books on the subject and what portions of what books 
are best worth his reading, if he wishes to view this field 
as the lecturer views it, if he wishes to get the same out- 
looks, if he wishes to pass through, to a certain extent, the 
same experience. It goes without saying that it should be 
systematic, as far as possible suggestive and interesting and 
inspiring ; and, in short, should be a sort of guide to the 
study of the particular subject which the lecturer is treat- 
ing. That means, of course, very much more careful and 
thorough work on the syllabus than most University Ex- 
tension lecturers, either in England or in this country, have 
thus far been willing to give it. It means, alas ! more 
ability to pick out the salient things and put them in an 
impressive and silent form than the average lecturer in this 
field possesses ; but we can, at least, all of us within the 
range of our ability, as far as possible, approximate towards 
the best and most successful thing in this field which can be 
given. 

In close connection with the syllabus should be men- 
tioned the paper work of students, the questions which are 
presented to them to stimulate and stir their interest and 
inspire them to take an active part in the work and not to 
be content with the mere passive role of listener. The 
preparation of these questions calls for care and attention^ 
if they are to be successful it calls for skill and ability and 
a close adaptation and study of the conditions under which 
the University Extension lectures must be given. Just in 
proportion as the lecturer 's able to get the members of his 
Extension audience to take an active and interested part ia 



252 UNIVERSITY EXTENSION. 

the pursuit of the subject in that proportion will he be able 
to produce permanent and valuable results. I do not mean 
to say, of course, that the lectures would be valueless, even 
if the people should not write the papers, but simply that 
the whole work will be of an enormously greater value to 
all those who do actually take part in it than it would be 
without it. Now, I am sorry to say that, if any of you will 
take the syllabi which have been prepared, either in this 
country or abroad, and go through them carefully, you will 
be rather struck by the careless way in which this work, on 
the whole, has been developed. I need not stop on this 
point longer, except to venture the general remark that, if 
the largest and best results are to be got from this paper 
work, the questions must be carefully thought out and must 
be carefully graded, so that every person who attends the 
course of lectures and pays close attention will feel that 
there is some question or questions in the list on which he 
may present an acceptable paper, if he will only put forth 
the effort. There should be other'questions which will call 
for the largest and fullest exercise of the ability to study 
and to present which the lecturer is likely to find in his 
audience. 

Finally, the class work is the other element in the dis- 
tinctively technical or educational work of the University 
Extension lecturer, which calls for special mention. To 
conduct a good class, even in college and the university, 
where you have your picked men, your men of homo- 
geneous training, your men of thorough training, your men 
who devote all their time to the ,vork, I say, to conduct a 
good class, even under such favorable conditions, calls for 
the exercise of one of the highest forms ot ability which the 
teacher possesses. 

You all know how unutterably tedious and taste- 
less the hours that you have spent in many a college pro- 
fessor's rooms, in the so-called recitations, where there 



THE UNIVERSITY EXTENSION LECTURER. 253 

seemed to be, as you look back upon it now, no plan or 
method of work, no stimulus and little or no searching out 
of the hidden things in the minds and hearts of the 
students, no inspiration or stirring up to higher levels, to 
higher thoughts and to more vigorous action. The condi- 
tions of successful class work in the University Extension 
audience are, many of them, more unfavorable than those 
in the college and university. In the first place, you have 
an audience which is very likely, indeed, to possess some 
rather obstreperous individuals, who are inclined to take 
all the time of the class and whom you cannot dispose of 
so summarily as you can of a college student of the same 
kind. You are apt to have very many, a much larger num- 
ber, of a retiring disposition, who are too timid to say any- 
thing, who are frightened if you call upon them to express 
their opinion, or, if you try to draw them out by question- 
ing. This class includes, oftentimes, the most valuable 
element in your audience and, if you persist in drawing 
them out by questions and showing up their ignorance, the 
result is very likely that they will leave your work and give 
up the whole class exercise. 

In the second place, in an audience of this class, you 
are even more likely to have your time frittered away by 
an infinite number of questions, some of which have a pos- 
sible relation to the subject in hand, but most of which have 
nothing to do with it. You are all well aware, of course, how 
completely a class of college boys can waste the time of 
the class and the teacher by asking idle and profitless 
questions, either on purpose or from ignorance. You can 
imagine how much more completely a popular audience, 
such as the University Extension lecturer obtains, may do 
the same thing, and how easy it is for a question to shunt 
the whole consideration away from the points that the 
lecturer is trying to make, and into a wilderness of idle and 
profitless debate. If the lecturer were to undertake to 



254 UNIVERSITY EXTENSION, 

answer all the questions which his class might ask he would 
simply use up an hour and produce almost no beneficial 
result whatever. Consequently, there is no greater oppor- 
tunity of showing his skill open to the Extension lecturer 
than is open to him in the conducting of a class, to draw 
out the diffident, to squelch the boisterous, to get such 
questions as will enable him to be helpful, and to direct the 
course of the discussion so as to emphasize and throw into 
still stronger belief, bring out more thoroughly, to impress 
more fully upon their minds the fundamental points of his 
presentation. To do thoroughly efficient work in the class 
calls for careful and long-continued attention on the part of 
the instructor, and nothing will be more helpful to him 
along this line than the papers which he will succeed in 
obtaining from the individuals who make up his class. If 
he can get a large number of them it will enable him to 
size up his class, so to speak, to find out the iines along 
which they are working or reading, to find out how far he 
is carrying them with him, how far he is inspiring them 
with an interest in the subject, as a class. As this is one of 
the most difficult tests of the lecturer's ability, so it is the 
occasion in which most of our average university and 
college men fail to come up to the standard. And I may 
say, in a general way, that in our short experience here in 
the work that is carried on immediately under the auspices 
of the American Society we have had more complaints 
about the inefficient class-work of our lecturers than upon 
any other point. 

Our communities feel, in an instinctive way, and I 
think the feeling is the correct one, that the class, if properly 
conducted, is the one element which will bring more thor- 
oughly educational work into this movement than even the 
lecture itself I think, perhaps, enough has been said to 
emphasize what I may call the educational aspect and 
educational function of the University Extension lecturer. 



THE UNIVERSITY EXTENSION LECTURER. . 255 

The University Extension lecturer should be the man who 
can give us the kind of lecture which we have described in 
a general way, v/ho can give us the kind of syllabus, who 
can give us the kind of class work, who can set the kind of 
questions, and who, at the end of his work, will leave his 
audience and his class and his community in a blaze of 
enthusiasm for the subject which he has been presenting, 
and for the great field of human science of which it forms a 
part. 

This, however, is not by any means the sole function 
of the University Extension lecturer. As I said above, the 
success of this work depends upon the University Exten- 
sion lecturer at more points than one. The large success 
of the work is going to depend, not merely upon the suc- 
cess of any one subject, not merely upon the interest excited 
for any one period of English literature for example, nor 
upon the interest excited for English literature as a 
whole, but upon the interest which is excited in human 
science as a whole, and in its relations to all the other 
sides of human life. Now it seems to me that having re- 
gard to the conditions of our American life, and having 
regard to the nature of this movement, the University 
Extension lecturer should do two things in addition to the 
particular work which we have already outlined. He 
should be an apostle and an evangelist for the University 
Extension movement as a whole, and above all, for the 
cause of education in general. He should not feel that, after 
giving his course of lectures, even if he be thoroughly suc- 
cessful in it, that he has done all that may fairly enough be 
required of him. This movement cannot be made general, 
it cannot be made permanent unless the men who are doing 
the actual work of lecturing will take it up in their hands 
and bear it steadily and persistently to the front, in con- 
jiection with all of their University Extension work. 



256 . UNIVERSITY EXTENSION. 

This, we all agree, is one of the great educational move- 
ments of the age. We shall derive great help from it from 
every point of view, if this fact be kept persistently before 
our notice , if every occasion be taken by the University 
lecturer to excite interest in the general cause of University 
Extension ; if he consider that he never goes out of his 
way when he can score a good point for the general move- 
ment itself; that, on the contrary, it is a part, a funda- 
mental part of his duties to keep the cause in mind, and 
wherever he sees an opportunity to advance it to do so. In 
other words, the Extension lecturer should look upon him- 
self as a man, one of whose special duties it is to enlighten 
the audience that meets him night after night, to enlighten 
the community from which his audience is drawn, as to the 
scope and functions, aims and methods of the University 
Extension work as a whole. In a word, he ought to leave 
his Extension audience, he ought to leave the community 
in which his course has been given, perfectly ablaze with 
enthusiasm, not merely for Shakespeare, if that be the part; 
nor for English literature, if that be the whole of his sub- 
ject, but for University Extension itself, which is carrying 
out, not merely Shakespeare and not merely English 
literature, but art and science and mathematics — education, 
training, culture — into the life of the nation. 

Now, the ways in which this can be done are numer- 
ous. In the first place, of course, there is the local com- 
mittee, the element in whose hands is the management 
of the local centre, the people under whose auspices, look- 
ing at it from one point of view, the man is giving his lec- 
ture. If we are to succeed in carrying through and 
emphasizing the educational as well as the popular sides of 
this work, we can accomplish it only with the sympathy 
and hearty co-operation and support of these local com- 
mittees. We shall get that for the higher and better sides 
of the work only if we continually and persistently urge the 



THE UNIVERSITY EXTENSION LECTURER. 2$/ 

higher and better sides ot the work upon their attention, 
only if we enlist their interests in the higher and better 
aspects of the movement. Nobody can do this so persis- 
tently, nobody can do it so directly as the University Ex- 
tension lecturer. He is sure to meet one or another mem- 
ber of the committee upon every occasion he goes to lec- 
ture. There is nothing in the way of his getting the com- 
mittee together for the purpose of giving them a special 
talk on how this movement is progressing and how it is 
being taken up in different localities, and how the most suc- 
cessful centres conduct their work, and everything which 
will tend to heighten their interest in the movement, and 
clear their understanding as to its correct methods. In a 
word, the University Extension lecturer should look upon 
himself as the apostle of the movement and as having a 
special call to educate and enlighten the local committee 
and the community in such a way as to further most 
efficiently the permanent interests of the cause. 

But I do not think that the University Extension 
lecturer should stop with this. University Extension is 
not going to accomplish its fullest mission unless it succeeds 
in interesting the committee not merely in literature, in art, 
in science, as branches of human knowledge, but in educa- 
tion as one of the great fundamental interests of society, in 
education as a branch of human life and institutions which 
stand side by side with religion, with politics, with business, 
and with amusement as a great and fundamental category 
of social existence. I believe that we have, in this move- 
ment, the greatest machinery for enlightening the public 
upon educational questions, the greatest opportunity for 
getting public attention to the importance and significance 
of educational problems that has ever been offered to us in 
the history of the world. If this work be properly organ- 
ized and fitted into the other educational interests and 
agencies in the community, it may enormously increase the 
17 



25 8 UNIVERSITY EXTENSION. 

efficiency of them all by directing public attention and 
interest to the subject as a whole, in a way which has been 
hitherto unknown. Now, the man who is to do this for us 
and the only man who can do it is the University Extension 
lecturer. Surely we have the right to expect from the 
university and college man an interest in education as 
such — an interest in the great department of which his par- 
ticular work forms a very small, an almost infinitesimal 
part. It is not too much to expect, it is not too much to 
demand that he should put forth a portion of his effort to 
assist the cause as a whole, to help education as a whole, 
as distinct from other interests of life, into that place ol 
prominence which it may fairly demand in modern life by 
its importance and significance for modern civilization. 
The University Extension lecturer can do this in an inci- 
dental way and in such a form as to immensely heighten 
and stimulate the interest in University Extension and the 
interest in the particular subject which he is teaching. 

It is hardly necessary for me to go into the description 
of details as to what the lecturer may do and as to how he 
may do it, in the direction I have indicated. It may not, 
however, be out of place to suggest some possible things 
and then ask the individual lecturers, here and elsewhere, 
to let us know about the work they are doing in this direc- 
tion and to pour in their suggestions upon us. For example, 
suppose the University Extension lecturer has under con- 
sideration the subject of literature. Suppose he takes a 
few moments, five or ten minutes at the beginning of his 
lecture, or at its close preceding the class for a little discus- 
sion of educational topics in one form or another. He will 
find the public very much interested in them, if he will take 
a little pains to put them into proper shape. He will find 
that people will go home and talk about them and, from 
that time, they will take a new interest in everything per- 
taining to education. Suppose, for example, on one occasion 



THE UNIVERSITY EXTENSION LECTURER. 259 

lie were to talk about the function of the university in the 
life of nations, give them a little historical sketch of the rise 
of universities, of the place they have occupied in ancient 
and modern times, with some of the interesting incidents 
connected with the development of these institutions, and 
5uch instances are innumerable. Suppose he were to follow 
that, on another occasion, by a brief discussion of the rise of 
the modern university, of what it is in England, France, and 
Germany and of what it is in the United States to-day. Let 
him give an account of the rise and development of the 
American college, of the changes which it has undergone, 
of what its specific function is. Let him take up his own 
subject, English literature, give an account of its first intro- 
duction into the universities as an individual discipline, of 
its development and of its present state, of the way it is 
organized, of the methods of instruction, of its relation to 
other branches ; following that up by a discussicyi of the 
University Extension movement as such, as the last and 
latest outgrowth of colleges and universities. It would be 
perfectly feasible for him, by giving a few minutes each 
evening, at the opening of his lecture, to some of these 
general topics, to increase immensely the interest in his 
lecture course, without in any sense interfering with his 
educational work, thus interesting the community in higher 
institutions, in the University Extension movement, and 
briefly, in higher education as a whole. 

Some one may say that this is too much to ask of the 
college or university man, that he does not know enough 
about education in general, that he does not know enough 
about the colleges and universities, that he does not know 
enough about University Extension, even, to speak intelli- 
gently upon these topics. If this be so, and alas I am 
afraid there is too much truth in it, surely it is a bad state 
of affairs and one that ought to be remedied. Men who 
are engaged in a great educational work ought certainly to 



26o UNIVERSITY EXTENSION. 

be willing to take the time to learn something of the historjr 
of that work itself, what it means in the present, what it 
has meant in the past, if not to give some thought and 
reflection to the question of what it may mean in the future. 
I do not hesitate to say that the men who are going to do 
the most useful work in this field are men who will be able 
to do among others the particular things which I have out- 
lined above. I would not, however, say that no one could 
do successful work in this line who could not accomplish 
all the things just described, but certainly his work will be 
more successful in proportion as he is able to measure him- 
self up more nearly to the standard indicated in the above 
description. 

EDMUND J. JAMES. 
Philadelphia, January, i8g2. 



ECONOMICS. 



Part I. Production. 

III. Psychical Conditions. — The theory of produc- 
tion calls for certain physical premises, of which five in 
number were discussed in the first section. Man 

PHYSICAL -11 r ■ ^^ 

CONDITIONS in the lowest stages of civilization depends for 
IN ADVANCED ^v^h^t wcalth hc needs on the products of plant 

INDUSTRY. . ^ ^ 

growth, and on commodities which he can pro- 
duce with his limited knowledge of the necessary physical 
conditions. Man in the higher stages of industrial develop- 
ment depends to a certain extent on these, but he tries to 
discover also what can be done and what is being done by 
changes in men to increase the productivity of the natural 
forces. Nature produces some wealth spontaneously. 
Man's part in production is confined to the discovery and 
employment of methods of making the supply more 
abundant, more regular, and better suited in kind to the 
supply of his needs. 

But man's work is done as a member of society. The 
changes which he undergoes are determined in large part 
by the action of social forces, the growth of 
pREMisEs!^ social ideals, the strengthening of certain mo- 
tives in the individual, and the weakening of 
others through changes in the attitude of mind prevailing 
in the entire group to which the individual belongs. As 
distinguished from the physical premises, these may be 
termed the psychical premises^ of the theory of production, 



I These correspona to the " subjective conditions" to which reference is made in Patten: 
'Theory of Dynamic Economics. See chapter on the " Theory of Production." 



262 UNIVERSITY EXTENSION. 

and are a statement of the more important mental, psycholo- 
gical, or psychical conditions, which influence the character 
of production. 

A. The tendency to satisfy desire with the least possi- 
ble effort. This tendency may be regarded as universal, 

notwithstanding the fact that it is sometimes 

LEAST ^ 

POSSIBLE hidden from superficial observation by the action 
EFFORT. ^^ other influences, such as those mentioned 
below. The " economic man " of the orthodox economists 
was supposed to be influenced by this motive alone ; but 
there is logically no more excuse for over-emphasizing this 
premise than any other. It is the general psychological 
condition, the resultant of all the various influences and 
tendencies that determines man's actions. 

B. Influence of the family relation. With primitive man 
the tribe is usually the unit in the consumption of acquired 

__ wealth. The reward of the chase and the booty 

THE •' 

FAMILY of conquest are shared, if not equally, at least 
with reference chiefly to the relation which the 
individual bears to the tribe. Where the guild and appren- 
ticeship system prevailed the apprentices lived frequently 
with the master-workman. For many purposes the unit 
for the enjoyment and consumption of wealth included a 
large number of persons. Now, however, where civiliza- 
tion is well advanced that unit is almost universally the 
family. This fact is of the greatest significance in deter- 
mining the character of the production of wealth. It pre- 
vents an industrial organization of society framed with the 
sole design of securing the largest product^ It furnishes 
on the other hand a new motive to exertion, and if steadi- 
ness of production be taken into account, a far stronger 
motive to efficient production than is supplied by the desire 
for mere personal welfare. The family in society, as 



• Just as in the Spartan political organization, designed to secure the highest military- 
efficiency, it was necessary to abandon virtually the family organization. 



ECONOMICS. 265 

opposed to a communistic organization, causes the produc- 
tion of innumerable commodities for which there would be 
no occasion if the family did not exists 

C. Influence of the state. Industrially the state may 
mean much or little. What the production of wealth shall 

be is determined in part by the ideal of the state 

THE STATE. , . , . . . . , . , , , 

which society entertains. A society which looks 
upon all legislative interference as pernicious will have a 
drfferent production, both in kind and degree, from a society 
in which the state is an active and significant factor in the 
industrial organization. An attempt has been made to 
classify certain industries as properly subject to direct state 
management under all circumstances, on the ground that 
they are ministerial functions ; but the classification is found 
when examined to be wholly arbitrary. The decision as 
to what industrial functions shall be assumed by the state, 
depends on the varying notions of the state itself, which 
prevail, and of its relation to the industrial life of society, 

D. Influence of religion. The mission of the church 
is to bring peace on earth, to strengthen the moral fibre, to 

INFLUENCE aid man in his search for means of satisfying 
OF his spiritual needs.^ This activity exerts an 

RELIGION, influence on man's character which affects, inci- 
dentally, though powerfully, his capacity for the highest 
efficiency in production ; but besides this incidental influx 
ence, religion and its agent, the church, exercises an 
influence on production, in that it causes a multitude of 
commodities to be produced,^ and innumerable services to 
be rendered, which have no other purpose, primarily, than 
the direct satisfaction of these higher desires. Thus, the 



*This last consideration belongs, strictly speal:ing, in a discussion of consumption.The 
influence of the prevailing standard of consumption on the production of wealth will form 
the subject of a subsequent section. 

'See Clark : The Philosophy of Wealth, Chap, XII, for a discussion of the economic 
functions of the church. 

^As churches, religious books and periodicals, many works of art. 



264 UNIVERSITY EXTENSION. 

religious ideals which prevail among men must be recog- 
nized in the statement of the psychical premises of the 
theory of production. 

E. Desire for association. Carey names association as 
man's greatest need.^ George names association and 

equality as the two essential conditions of 

DESIRE FOR 9 t-» • r • ,.• • x. j. 1_ 

progress. Desire for association is not to be 

ASSOCIATION, r is 

regarded merely as diminishing the force of 
other impelling motives. It is itself one of the most power- 
ful of the influences which determine man's actions ; it 
furnishes the incentive to much of his industrial activity ; 
it modifies the form of that activity at every stage. 

F. Influence of the growth of credit. Where there is 
mutual confidence in the business integrity of those who 

are brought into industrial and commercial 

CREDIT. . , . 

relation, the production of wealth may assume a 
form with essentially different characteristics from that of 
the primitive production which prevails where it is absent. 
The possibility of employing credit may therefore be added 
to those physical conditions. 

G. Future welfare. There is a strong natural tend- 
ency to place a higher estimate on present desires and 

their satisfaction than on those that lie in the 
future.^ But the appreciation of future welfare 

WELFARE. . 

increases with progressing civilization. When 
there has arisen in society a vivid realization of future 
needs and future pleasures, the industry will take on a new 
form. The number of commodities which are of use only 
for further production is greatly increased. Goods ready 
for immediate consumption do not diminish in quantity, 



^McKean : Carey's Social Science, p. 37. 
^Progress and Poverty, p. 457 and p. 475. 



*See i;ohm Bawerk ; Positive Theory of Capital for investigation ef the reasons for 
this phenomenon. 



ECONOMICS. 265 

but the relative number of " capitalistic " or future goods is 
augmented. Serial methods of production are found to be 
the most efficient methods, and the whole tendency of pro- 
duction is to look toward the morrow with its needs. 

H. Influence of pubHc opinion. A part of the public 

opinion finds expression in modifications of the family 

and State organization ; in the growth of credit, 

PUBLIC Qf ^j^g feeling of association and of other psychi- 

. OPINION. ° . . . . 

cal conditions. Through the edicts of fashion 
another part frequently goes further to determine the char- 
acter of a people's consumption than any other agency. 
But a not inconsiderable part remains to influence 'directly 
the production of wealth. Certain occupations are held in 
higher esteem than others ; accumulation is stimulated by 
the increased popular respect for the man who possesses 
wealth, and public opinion imposes restraint on certain in- 
dustrial operations which, though calculated to increase the 
product are held to be personally injurious to those who 
engage in them or to others.^ 

/. Influence of education. There can be no doubt that 
t:he ideal of education which society cherishes is an im- 
portant influence in determining to what extent 
' the conditions favorable to production shall be 
steadily developed and permanently insured. If there is a 
clear idea of the importance to future enjoyment of scien- 
tific and thorough development of the powers of the future 
workers, there will be a more ready acquiescence in the 
sacrifice necessary to secure it. The tendencies favorable 
to a large and rational production of wealth may be con- 
sciously developed by society and the result will be of 
permanent advantage to the race. 



1 Public opinion in these matters frequently crystallizes into legislation, as when a law 
restricting the labor of women and children in factories is demanded. 



266 UNIVERSITY EXTENSION. 

Whether acquired traits are themselves transmitted, or 

whether the latent possibilities are only called into activity 

by the more favorable environment, it remains 

THE RACE ^^ ^^^^ jf Qj^g generation systematically 

PSYCHOLOGY. ° ^ ■' . •' 

strengthens the tendency to devise economical 
means of attaining desired ends, to lay emphasis on the 
importance of the family and the State, to elevate public 
opinion, to encourage association and to dwell upon the 
greater pleasures of the future which can be obtained by 
sacrificing lesser pleasures of the present, it will be easier 
for the next generation to develop these same tendencies. 
A full study of the race psychology would require a detailed 
investigation of the psychical conditions which influence 
industrial activity. It would be impossible to overestimate 
the advantage to economics of such an investigation. 

EDWARD T. DEVINE. 



NOTES. 

Rapid progress is being made in Michigan in University Extension. 

Professor N. Butler, Jr., of the University of IlHnois, began a course on 
English Literature at Urbana, on Tuesday, January 19th. 

Professor H. C. Adams is lecturing on Political Economy before the 
Detroit University Extension Society. Professor Isaac N. Demmon, after 
finishing his course in Detroit, has begun another at Grand Rapids. Local 
centres are being formed in Saginavs^, Bay City and other places. 

The readers of University Extension will be interested in the article 
on "The Education of Citizens," by Halford J. Mackinder, Staff Lecturer of 
the Oxford University Extension, Mr. Mackinder is to lecture, under the 
auspices of the American Society, in this country, during March and April, 
fining engagements in several States. 

Extension courses are being given novvr in all parts of Wisconsin, includ- 
ing the following important towns and cities : Wauwatosa, Green Bay,, 
Oshkosh, Fond du Lac, La Crosse, Stoughton, Whitewater, Beaver Dam, 
Madison and Milwaukee. Beloit College has entered the field, offering lec- 
tures on philososhy, literature and science. 

A centre of Extension teaching was formed at Greeley, Col., on January 
9th. A vote was passed to request affilation with the American Society, 
to adopt all the methods and conform to the requirements of the same. 
Chancellor McDowell, of Denver University, is to give the opening course of 
six lectures, the subject being " The French Revolution." 

Mention was made in a recent number of University Extension of the 
University Settlement of New York. By recent action the scope of the work 
undertaken by the Settlement has been greatly extended. President Seth 
Low, of Columbia, has kindly consented to become the president of the organ- 
ization and use his great influence in the city in support of its work. 

Mr. A. E. Winship, editor of the New England Jottmal of Education,. 
contributes a very interesting sketch of pioneer Extension teaching to this 
number of University Extension. Mr. Winship is a firm friend of educa- 
tion and uses a keen pen in behalf of all well-considered reforms in the profes- 
sion. The movement of University Extension has had from the first his heariy 
approval and the benefit of his strong support in New England and through- 
out the country. 

167 



268 UNIVERSITY EXTENSION. 

Tulane University, New Orleans, has issued, under date of January, 1892, 
an announcement of Extension courses. The list includes " English Language 
and Literature," Professor Robert Sharp; " English History," Professor John 
R. Ficklen ; " Le Drame en France," Professor Alcee Fortier; " Psychology," 
Professor Brandt V.B.Dixon; "Chemistry," Professor John M. Ordway; 
" Electricity and Magnetism," Professor Brown Ayres; " Mathematics," Pro- 
fessor J. L. Cross. 

In Cleveland, on January 1 8th, was held a public meeting on University 
Extension. The speakers included Dr. Charles F. Thwing, President of 
Western Reserve University ; President Cady Staley, of the Case School of 
Applied Science; Superintendent L. W.Day; Prof. Charles F." Olney, and 
Principal Edward L. Harris, of the Central High School. Much enthusiasm 
has been shown in the establishment of the work in Cleveland, and the facul- 
ties of the local institutions have been generous in offering courses. 

The first Extension course under the management of Iowa State University 
was begun at Davenport on January 9th, by Professor Samuel Calvin. The 
topic for the course is the " Formation of the Earth." Professor Calvin is to 
be followed by Professor McBride, with a series of lectures on " The Vegeta- 
ble Kingdom, and he in turn by Professor Nutting, who treats of " Animal 
Life," the whole forming a continuous course, entitled " The Making of the 
World." Professor Loos of the same faculty is lecturing before the Quincy, 
111., centre, on political economy. 

On January 12th the subject of University Extension was considered by 
the Academy of Science and Art of Pittsburgh. The paper on this topic was 
read by Dr. Walter B. Scaife, of the University of Pennsylvania, and after a 
thorough discussion of the movement it was resolved that the Academy should 
take the first step in the organization of a Pittsburgh Extension Society, and 
a committee was appointed to consider the ways and means, including the 
following gentlemen : W. J. Holland, W. Lucian Scaife, Prof. Gustav Gutten- 
berg. Prof. F. C. Phillips, Prof. David Carhart, and Mr. J. A. Brascher. 

The Toledo University Extension Society was formed on December 14th, 
with the following officers : President, H. W. Compton, City Superintendent of 
Schools ; Secretary, Miss Mary Smead, Treasurer; Col. Isaac D. Smead. 
With the officers the following form the Executive Committee : Miss Emily 
Bouton, Prof. H. C. Adams. Rev. Dr. J. A. McGaw and W. S. Daly. At a later 
meeting the following courses, of six lectures each, were chosen : " Econo- 
mics," Prof H. C. Adams ; " English Literature," Prof. Isaac N. Demmon, 
both of the University of Michigan; " Geology," Prof. G. Frederick Wright, 
of Oberlin University. These courses are to be given in succession. 

The first Extension course by a woman was opened at Wayne, on January 
1 2th, by Miss Ida M. Gardner, under the auspices of the American Society. 
A course of seven lectures on the " Outlines of European History" is to be 



NOTES. • 269 

followed by six lectures on " The Renaissance." Miss Gardner is a speciaK:,t 
in Medieval History and has an enviable record as a teacher. 1 he success of 
these courses is full of significance as pointing to a new career for our college- 
bred women. The Association of Collegiate Alumnse can add to its services to 
University Extension by not only fostering as in the past the establishment of 
centres, but also encouraging some of its brilliant members to enter this field. 

The JVeTV York Tribune of January iSth has the following special from 
Providence : " University Extension has done more toward bringing the college 
(Brown University) before the people of Rhode Island and causing them to 
take an interest in its welfare than any other means that have been employed 
in that direction. The Commercial Club of this city made University Exten- 
sion the topic of discussion last evening. The men in this club said they 
wanted to know something about the Extension movement, and they invited 
such men as are capable of explaining it fully to them. Among the speakers 
were President E. Benjamin Andrews, Professor Wilfred H. Munro, Director 
of University Extension (for Brown), and the Rev. Dr. Anderson." 

The Board of Education of the City of New York has just issued its 
Bulletin of Free Lectures, being those of the Second Course of the season 
1891-92. There are in all twenty-two lectures by well-known men on 
various historical, literary and scientific subjects. The lectures are under the 
supervision of Henry M. Leipziger, Ph. D., who deserves great credit for his 
enthusiastic and discriminating efforts. Dr. Leipziger proposes to increase 
still further the efficiency of this branch of the public school work by bringing 
the lectures into harmony with the system of Extension teaching. Large 
audiences have followed these lectures in the past with interest and profit. 
The introduction of a well-ordered sequence in the lectures seems to be the 
one thing now needed. 

Dr. W. Clarke Robinson, after closing a very successful course on " English 
Poets," in Carbondale, Scranton, Hyde Park and Honesdale, is giving the 
same course before large audiences in York, Lancaster, Lebanon, Harrisburg, 
Columbia and Gettysburg, which have united in one circuit. Many of the 
most perplexing difficulties in Extension teaching are being solved by the 
gradual perfecting of the " circuit." The idea first adopted and put in prac- 
tice by the American Society is being considered by branch organizations in 
many distant States. For the success of this feature of the system a supply 
of lecturers is necessary who are able and willing to give their entire time to 
the work, and the securing of them is a problem which is receiving the most 
careful thought of all friends of the work. 

One of the most impressive speeches at the National Conference was by 
Mr. P. J. McGuire, representing the American Federation of Labor. He 
presented most emphatically the approval of this movement by American 
workmen and the possibilities that they see in it. At the last monthly con- 
ference of the Knights of Labor of Philadelphia, Prof. Simon L. Patten gave 



■2/0 UNIVERSITY EXTENSION. 

a talk on the general idea of the work and on the special advantages for work- 
men connected with the Extension study of Political Economy. George Francis 
James gave an explanation of the system, and a motion was passed approving 
this work and urging the delegates from the Local Assemblies to bring the 
matter clearly before their members on the earliest possible occasion. It is 
hoped that several Extension centres will be established by and for the various 
Trade organizations of the city. 

The attention of the teachers and college men of the country is turning 
ever more strongly to the consideration of University Extension. At the 
recent meeting of the College Association of the Middle States and Maryland, 
in Ithica, N. Y., President Edmund J. James led in the discussion of this sub- 
ject. At the annual meetings of the Ohio State Teachers' Association and the 
Ohio College Association, during the Christmas holidays, much interest was 
shown in the progress of the work. At Springfield, on December 30th, 
President Rogers, of the Northwestern University, presented the movement 
to the State Teachers' Association of Illinois. President W. E. Knapp, of the 
Colorado State Teachers' Association, devoted a large part of his Annual 
Address to the consideration of University Extension, and before the College 
Section of the same Association at Denver, on December 30, President Slocum, 
of Colorado College, urged those connected with the higher education of the 
State to use all their influence in behalf of the movement. 

An important meeting was held in Columbus, on January 2lst, looking 
toward the organization of a State Extension Society. There were present. 
President Stubbs, of Baldwin; President Scott, of Ohio State; President 
Zollers, of Hiram ; President Sanders, of Otterbein ; President Marsh, of 
Mt. Union; Professor W. A. Merrill, of Miami, and Professor C. B. Austin, 
of Ohio Wesleyan. Communications were read from the Presidents of 
Oberlin, Adelbert, Buchtel Colleges, and Ohio and Denison Universities, all 
favorable to the movement. After a careful discussion of the relation of the 
college to this movement, and of the best methods of organization, it was 
resolved to form the Ohio Society for the Extension of University Teaching. 
The membership is to comprise the faculties of the various Ohio colleges and 
such other persons as they may deem proper to elect. The management is to 
be in the hands of a Board of Councillors, of which there will be one member 
for each college. The Board is to meet in Columbus on March 8th to 
complete the organization of the Society and secure its incorporation. Friends 
of University Extension look forward with confidence to the establishment of 
such a society in each State of the Union. 

The work of University Extension in America owes much to the help of 
our English visitors of last year and of this year. Their observations have 
taught them valuable lessons in turn, and now the organizers of the Oxford 
Summer Meeting have asked that a similar favor be shown them, and invited 



NOTES. 271 

the presence of two of the most successful American lecturers on that occasion. 
These are Edward T. Devine, Staff Lecturer of the American Society, and 
Prof. Henry W. Rolfe, of the University of Pennsylvania. The work of 
Mr. Devine is already known to the readers of University Extension. After 
his very successful courses at Reading, Lancaster and Chester Springs he was 
asked to organize an Extension circuit under the auspices of a leading New 
England college, and again under the management of the Educational Associa- 
tions of one of the largest Southern cities. It seemed preferable, however, to 
strengthen the organization in Pennsylvania, and arrangements were made for 
courses by him in Wilkesbarre, Scranton, Plymouth, Wyoming and Kingston, 
and Bridgeport, Conn. Prof. Henry W. Rolfe is now engaged in lecturing 
at Reading, Phoenixville, Chambersburg, Coatesville, Pa., and Winchester, Va. 
He closed a very successful course at Wayne before Christmas, and has in 
addition done excellent work in organizing centres in four different States. 
It is the earnest desire of Extension leaders on both sides of the Atlantic to 
keep a close and vital connection between the English and the American 
movements. 



THOUGHTS FROM THE NATIONAL CONFERENCE. 

" It is no longer an assumption to assert that every portion of our vast 
country is genuinely interested m University Extension, and recognizes more 
or less clearly that the movement is to play a great part in the higher education 
of our people in the future. The entire country will follow with deep interest 
the deliberations that occur here, now and hereafter. To the suggestions and 
conclusions which flow from our discussions, all of us will look for light and 
leading, in the new and difficult path upon which we have entered." — Address 
of Welcome, Provost William Pepper. 

"If there is any one thing more than another that the church has pro- 
claimed on the housetops, it is this: That rank has responsibilities; that 
special privileges have special duties to discharge ; and that from him to whom 
men have given much, will they require the more. We get only to give; and, 
unless I misread it utterly, it lies in the heart of this movement to lift the 
University out of its sacred seclusion, where luxuriantly it has enjoyed its garden 
of pleasant fruits, and order it to cany its best systems, its best work, its best 
sons and daughters, out to those who are thirsting on the hot fields, and fainting 
by the dusty roadsides of crowding life. The church, working for the people 
and with the people, working to enlighten, working to turn the world upside 
down that the right side may be brought up and kept up, the church must, and 
will, find one of her best friends and strongest allies in this great popular 
educational, and revolutionary movement. '■-^7%(? Church and University 
Extension, Rev. John S. Mac-Intosh, D. D. 



2/2 UNIVERSITY EXTENSION. 

" It seems to me that this work reconciles culture and labor. The very- 
political future makes work of this kind important. What can be more important 
than that men of all classes and stations, with their varied experiences, should 
meet together in the University Extension class, and frankly explain to one 
another their respective views ? We shall thus see that all good and honest- 
thinking men don't much differ in their final ideas of social reform. Surely 
the best way of obtaining true equality is, to give the best people in every rank 
of a nation every educational advantage ; and as we are now in a time when, 
as Emerson said, « Things are in the saddle and ride mankind,' we should set 
before all ranks of our people an ideal of spirit, instead of an idea! of money- 
making. Our aim is not intellectual communism, but equalization of intellectual 
opportunities; and it is a significant feature that among our University Exten- 
sion students is the lady who, if she is spared, will some day be Queen of 
England, and an Oxford chimney sweep." * * * « The people 
of the street should be taken in. You may there get a cobbler's son who will 
be anArkwright; a butcher's boy who will prove a Wolsey, or a laborer's 
child who will turn out to be a Stephenson." — The Development of Univerdty 
Extension, Michael E. Sadler. 

«' The reason why the Young Men's Christian Association should co-operate 
in University Extension may be summed up under two heads. The first rs 
because it has the facilities for doing the work. Three things are considered 
important in the establishment of a local centre for the Extension of University 
Teaching, viz. : An existing organization of ?ome kind to afford a nucleus of 
attendance ; a suitable hall or rooms for lectures and classes, and reference 
libraries, or conveniences for handling books. The Association possesses 
these requisites. In the second place University Extension, being clearly a 
movement of the highest public good, and placing educational privileges here- 
tofore denied them, within reach of multitudes of young men, the Association 
should gladly co-operate with it on these accounts. It should do so to that 
extent that will not interfere with its other work, or diminish what it offers to 
young men. This I take to be the only limitations upon it. The Association 
aims to give to the world, as a final product of its work, a young man, intel- 
lectual as well as spiritual ; and there seems no reason why its co-operation 
with the University Extension should not prove a union of forces that will 
greatly advance its efforts to realize this high ideal of an all-around man. — The 
K M. C. A. and University Extension, WALTER C. DOUGLAS. 



University Extension. 



THE CHICAGO SOCIETY FOR UNIVERSITY 
EXTENSION. 



!^HE work of University Extension in Chicago was begun 
^^ by Professor James A. Woodburn, of the University 
of Indiana, who has given a course of lectures at the 
Workers' Church on American pohtical history. This 
centre was organized in November, 1891, mainly through 
the instrumentality of Dr. Doremus Scudder, the pastor of 
the church. Before that, however, the subject had been 
often brought before the public, largely by the presidents 
of the two universities in the city, President Harper, of the 
Chicago University, having addressed various meetings on 
the subject and President Rogers, of the Northwestern 
University, having been engaged in organizing the Chicago 
Society for University Extension. 

This society was the product of the belief that 
co-operation is necessary to the attainment of the best 
results. Several of the colleges which united in forming 
the society had already been engaged in Extension teach- 
ing. The University of Indiana had had a gratifying 
success in its two years' experience. The University of 
Wisconsin had begun the work in the early autumn and 
found much encouragement. Several of the colleges in the 
society are now carrying on successful independent work. 

A preliminary meeting of leading citizens of Chicago 

was held on May 22, 1891, at the Newberry Library. 

President Edmund J.James, of the American Society, made 

an address explanatory of the movement and set forth 

18 ' 273 



274 UNIVERSITY EXTENSION. 

clearly and forcibly the great possibilities it enfolds. Much 
interest was aroused at that time. No organization was, 
however, effected until November 28, when the repre- 
sentatives of the Northwestern, Chicago, Lake Forest, 
Indiana, Wisconsin and Illinois Universities and Beloit and 
Wabash Colleges met at the Newberry Library. At this 
meeting it was decided to form a united society, to be 
controlled by two representative bodies, the joint university 
board, consisting of the president and two professors from 
each college, and an advisory council of Chicago citizens. A 
staff of lecturers was chosen, which at present includes sixty- 
five professors, who are offering eighty-five courses of six 
lectures. It remained only to appoint the advisory council 
and elect officers. At a subsequent meeting of the society, 
Mr. Franklin H. Head was elected President, Mrs. Charles 
Henrotin, Vice-President, Mr. Franklin MacVeagh, Treas- 
urer, and Mr. Charles Zeublin, Secretary. 

The organization having been effected so late the 
circulars were not issued until about Christmas time. It is 
consequently too early to prophecy of the success of the 
society. The territory which the society attempts to reach 
is largely unworked, but the principles on which the organ- 
ization is founded guarantee ultimate success. It is a purely 
disinterested educational project. The colleges unite for 
the extension of university advantages and not for self- 
glorification. There will be no inducement for any one to 
seek pecuniary gain or notoriety. The* fee, ten dollars, 
adopted as the minimum compensation for the lecturer is 
small. The support of the society comes from public- 
spirited and interested citizens. The only end can be to 
accomplish good. 

The first centre organized under the auspices of the 
.society was that at Oak Park, a suburb of Chicago, where 
Professor Butler, of the University of Indiana, gave the 
.first lecture of his course on Ensflish literature to an audi- 



THE CHICAGO SOCIETY FOR UNIVERSITY EXTENSION. 2/5 

ence of one hundred and seventy-five subscribers. Profes- 
sor Butler also opened the centre at the Newberry Library 
February 19. At the Workers' Church Professor 
Woodburn is to be succeeded by Professor Ross, of the 
University of Indiana, who lectures on economics. Six 
other centres are now being organized, and more than that 
number of places are taking such steps as to encourage 
the belief that centres will be formed. It is a noticeable 
fact, that at the Workers' Church, Oak Park, the Newberry 
Library, and Evanston plans were almost immediately 
laid for two successive courses. In many cases where 
inquiries have been made, or encouragement appeared to be 
offered, it has seemed wise to the communities to postpone 
the work until next autumn. Plans are already being made 
in some instances for thorough work next season. In 
addition to the beginning made by the society similar 
efforts have been put forth, locally, chiefly by churches. 
The Union Church in Hyde Park, and the Wesley Church 
on the north side have Extension classes. There is every 
indication that the friends of the movement have reason to 
look for a bright future for University Extension in Chicago 
and vicinity, 

CHARLES ZEUBLIN. 
Chicago^ February y iSqz. 



THE CLEVELAND SOCIETY FOR UNIVERSITY 
EXTENSION. 



^^HE Cleveland Society for the Extension of University 
Teaching was incorporated on December 14, 1891. 
The society has no official connection with any other society 
or with any educational institution, although it proposes 
to draw its instructors mainly from the Western Reserve 
University and the Case School of Applied Science. The 
officers of the society are: President, Hon. Samuel E. Wil- 
liamson ; Vice-President, Gen. M. D, Leggett ; Chairman 
of the Board of Trustees, Charles F. Thwing, President 
of Adelbert College and of Western Reserve University ; 
Secretary, Emerson O. Stevens ; Treasurer, Charles J. 
Dockstader. The office of the society is at Adelbert Col- 
lege. The membership numbers now about one hundred 
and twenty-five of the foremost educational, professional 
and business men of the city. 

On Monday evening, January 18, a public meeting 
was held in the Association Hall of the Y. M. C. A. build- 
ing, to inaugurate the work of the society. President 
Edmund J. James, of the American Society, had been 
engaged to speak, but was unfortunately prevented by 
illness. In his absence addresses were made by President 
Charles F. Thwing, Superintendent L. W. Day, Pro- 
fessor Charles F. Olney, and Principal Edward L. Harris, 
of the Central High School. 

The society offers twenty-three courses of study and 
has issued a neat pamphlet giving a full description of each 
course. Eleven classes have been formed in different parts 
of the city, and there are already over three hundred 
students. Other classes are being formed as rapidly as 
possible. 
276 



THE CLEVELAND SOCIETY FOR UNIVERSITY EXTENSION. 2// 

The society has thus far received only the most cordial 
words of approval from all sides. The press and the pulpit 
have both spoken in strong commendation of its work and 
the movement it represents. The superintendent of the 
public schools of the city has prepared and sent out to all 
the teachers a special circular, calling their attention to the 
subject and urging them to avail themselves of the advan- 
tages which the society offers. One large class in American 
history meets in one of the public school buildings through 
the courtesy of the Board of Education. The officers of 
the Central M. E. Church, the largest in the city, have 
offered their building free of charge to the society for hold- 
ing classes. Two large classes, one in American history 
and one in Shakespeare, meet in the Y. M. C. A. building, 
where with equal generosity rooms have been offered them. 

The subject of University Extension in general 
is arousing much interest in Cleveland and vicinity. 
At the last meeting of the Congregational Club, an organ- 
ization with over two hundred members, composed of prom- 
inent men in the northern part of Ohio, including a score 
of college presidents and professors, besides ministers and 
professional men, the theme for the evening was " Uni- 
versity Extension." The secretary read an historical paper 
on the subject which was followed by a forcible address from 
President Thwing, and by several speeches by Adelbert and 
Oberlin professors. 

EMERSON O. STEVENS. 
Cleveland, February, i8g2. 



UNIVERSITY EXTENSION IN THE SOUTHWEST. 



^The State Universities of the West have from their foun- 
dation held a very close relation to the people. 
Created by State authority, they have endeavored to supply 
the peculiar wants of young, growing commonwealths. 
Composing a part of the great public school system, they 
have sought to be in every sense the schools of the people. 
But while they have entered into the sympathies of the 
people and endeavored to supply the kind and quality of 
education suited to their peculiar needs, on the other hand 
they have assumed the leadership in thought and learning 
of the State and country in which they have been located. 

The modern State University has had occasion to feel 
in a special way that it is truly the servant of the people and the 
commonwealth, and has therefore been more in sympathetic 
touch with the life of the people than perhaps many older 
institutions of different foundation. Consequently, while 
we find in western institutions, the instructors endeavoring 
to give full and complete instruction in the branches of the 
University curriculum and to develop individual students as 
far as possible in the way of higher learning, many of the 
instructors have been called from time to time to lecture to 
the people and to mingle with the public affairs of the State. 
Thus their influence has extended beyond the University 
walls to the community at large. Without ignoring other 
institutions, the University of Kansas is to be specially 
mentioned in this connection. A remarkable interest has 
been shown in agriculture, entomology, sanitation, natural 
history, geology, literature, the condition of labor, and all 
economic enterprises as well as in the common school educa- 
tion of the State. Papers have been prepared and read before 
278 



UNIVERSITY EXTENSION IN THE SOUTHWEST. 2/9 

scientific, literary, and educational associations, and popular 
lectures have been given to the people. A number of instructors 
in the University have been very active in thus supplying 
the demand for local lectures. The services of Chancellor 
Snow are worthy of special note in this field. He has been 
connected with the institution for twenty-five years, twenty- 
three of which were spent as instructor in science. In 
Snow Hall are found some of the visible results of his 
labors in fine collections of minerals, fossils, birds, animals, 
and botanical specimens. The more important results of 
his service are best determined by an estimation of the aid 
he has given to the cause of education in Kansas. He is 
best known to the people of the State by his frequent lec- 
tures on science and education. Recently he has added to 
the fame of a name that already had become a household 
word by the discovery of a method of exterminating the 
chinch-bug and thus has saved millions of dollars to the grain- 
grower of Kansas. Prof. James H. Canfield, now Chan- 
cellor of Nebraska University, spent many years as an 
instructor in the institution, and during this time was active 
in the diffusion of knowledge throughout the State. There 
is scarcely a town where his voice has not been heard in 
behalf of the higher education of the people. In fact it has 
become customary for all instructors to give single lectures 
in different parts of Kansas and western Missouri, when 
called upon for such services. During the year 1 890-9 1 
over one hundred such lectures were delivered by the 
faculty of the University. This disposition to carry the 
products of higher learning to the people, by means of 
lectures may be accredited to nearly all western institu- 
tions. 

Institutions of this nature take kindly to the Univer- 
sity Extension movement. It is only necessary to enlarge 
and systematize the work of the casual lecturer, and 



280 UNIVERSITY EXTENSION. 

University Extension is accomplished. The recent Ex- 
tension movement, which spread so rapidly over the 
United States, reached Kansas just in time to take immediate 
and permanent effect. In the spring of 1891 it was fully 
determined to make an organized effort in this direction in 
the following September. It may be well to relate in this 
connection that one or two experiments related to the 
Extension idea were tried during the previous winter 
months. The two historical departments of the Univer- 
sity, then under charge of Prof. James H. Canfield, and 
the writer of this sketch, organized two lecture courses 
among the farmers at the small towns of Vineland and 
Edwardsville. The subjects of the lectures were related 
to the economic problems of the day, and the persons 
attending the lectures, many of whom were members of 
the Farmers' Alliance, were deeply interested in the sub- 
jects discussed. Prof. Canfield headed the course with a 
talk on " Taxation," and he was followed by six of the 
more advanced students of the Historical Department, 
who gave lectures on the following topics : Commercialism 
in America, O. H. Holmes ; The Machine in Politics, F. 
L. Kellogg; Farm Mortgages, H. S. Hadley; The Deep 
Harbor Movement, I. H. Morse ; The Growth of Nation- 
ality, G. O. Virtue ; The Management of Public Debts, J. 
D. Bowersock; The Silver Question, by the writer of this 
paper, closed the course. The lectures proved highly 
profitable, both to lecturers and listeners. Much discus- 
sion was aroused and the University brought near the 
people and the people drawn into sympathy with the 
University work. 

Another method by which the University is kept in 
sympathetic touch with the people is through the corres- 
ponding members of the Historical Seminary. There are 
about twenty-four of these corresponding members, men 
prominent in the State, who come to the University to 



UNIVERSITY EXTENSION IN THE SOUTHWEST. 28 1 

read papers or deliver addresses on historical, economic or 
sociological questions. They generally read on practical 
topics in connection with some phase of real life, and thus 
bring into the lecture-room the views of men of experience. 
A vigorous discussion follows each paper in which students 
and instructors take part. The appearance of the man of 
practical affairs in the lecture-room tends to keep students 
and instructors in touch with the life that surrounds them, 
while the lecturers go away with a better acquaintance 
with what is being done in the modern university. The 
result is a closer union or identification of the life of the 
university with that of the people. As an example it may 
be said that the last paper was read by Hon. Frank H. 
Betton, State Labor Commissioner, in which he reviewed 
the work of labor commissions and gave a general survey 
of the condition of labor. 

In September, 1890, the work of University Extension 
was formally inaugurated. It began in Topeka,^ Kansas, 
and Kansas City, Missouri, about the same time. The 
initiative of actual work was made by Mr. Beers, the 
librarian of the city library at Topeka, who was instru- 
mental in organizing a local association at that place. 
Prof. Blake, of the University of Kansas, was invited to 
deliver a course of twelve lectures on Electricity and 
Magnetism. A class of one hundred and twenty-five 
pupils was composed of many of the best people of 
Topeka. Electricity was conducted into the hall and 
apparatus for experiments furnished from the department 
of Electrical Engineering of the University of Kansas. 

The lectures are given in an attractive manner and 
each one amply illustrated with the best modern experi- 
ments. One lecture is delivered every two weeks, on 



' Topeka is a beautiful city of about forty thousand people, and being the capital of the 
State It is essentially a centre of learning and educational enterprises. 



282 UNIVERSITY EXTENSIQN. 

Friday nights. A short syllabus of each lecture is printed 
one week in advance and distributed among the members 
of the class for suggestive reading and study. These are 
arranged in a small book prepared for use, which also 
contains the list of authors and books to be studied. As 
the class is not completed it is impossible to tell how many 
will take the examination and try for grades at the univer- 
sity. As an illustration of the nature and grade of the 
work done an enumeration of the principal subjects treated 
and a typical syllabus will be given. Topics discussed ; 
Scientific Conception of Energy, The Electric Current, 
The Electro-Magnet, Electro-Dynamics of Current, Am- 
pere's Theory of Measuring Instruments of Electric Cur-^ 
rent, Theory of Electro-Magnetic Potential, Electro-Mag- 
netic Induction, Alternating Current, Electro-Chemics, 
Static Induction, Electrical 'Radiation, The titles of the 
lectures varied somewhat from the above. The following 
is the syllabus of the seventh lecture in the course : 

LECTURE VII. 
(January 29, 1892). 

THE GROWTH AND VARIETIES OF CURRENTS. 

Variable and steady flow of currents. 
Helmholtz's Equations. 
Time constant. 
Simple periodic current. 
Alternating currents. 
Polyphasal currents. 

Sir William Thomson's calculation of the distribution of a current in a 
Conductor. 

Hughes' experiment on self-induction. 
Oscillating discharges. 
Application to lightning rods. 

QUESTIONS. 

1. Why do the pole pieces of dynamo field magnets become heated ? 

2. From Helmholtz equations how would you make a quick-action 
telegraph relay ? 

3. To produce a spark ^^^ inch long requires 1000 volts (De la Rue). 
Explain then the spark on breaking a circuit of but few cells. 



UNIVERSITY EXTENSION IN THE SOUTHWEST. 2^3 

Almost simultaneously with the movement in Topeka 
began that of Kansas City, Mo. It may not be inappropriate 
to state that Kansas City is a thriving city of about 140,000 
inhabitants and that it is the metropolis of western Missouri 
and eastern Kansas. There are consequently many people 
in Kansas City who formerly lived in Kansas and still retain 
pleasant memories of their former home. Indeed the city 
is so closely connected with the State whose boundary it 
joins as to be logically named Kansas City. Although a 
Western city, full of business enterprise, the people are wide 
awake to all kinds of available intellectual culture. Here 
are found graduates of Kansas and Missouri universities as 
well as graduates of Columbia, Yale, Harvard, Michigan 
and other institutions of the United States who are still 
interested in higher education. Desiring to form a Univer- 
sity Extension society they naturally 'looked to the nearest 
State institution for assistance — the University of Kansas. 
The writer was invited to address a meeting called for the 
purpose of organizing a local Extension association. The 
association was permanently organized with Mr. E H. 
Allen, president of the Board of Trade, as president of the 
association, and Mr. John Sullivan as secretary. Later on 
a preliminary meeting was addressed by Prof. W. H. Car- 
ruth, of the University of Kansas, and the writer. Spald- 
ing's Hall, a large and centrally located auditorium, was 
obtained for the meetings of the association and classes, and 
the secretary immediately wrote to all of the institutions in 
the vicinity asking them to submit a list of Extension 
lectures in courses which they were willing to deliver in 
Kansas City. The following is a partial list of lectures 
submitted. It is to be regretted that a complete list is not 
at hand, but those offered by the Wriliam Jewell and Park 
Colleges are not to be found at present. Constitutional 
Law, Alexander Martin, L.L. D, ; Semitic Languages, J. S. 
Blackwell, Ph. D. ; History of the English Language, E. A» 



284 UNIVERSITY EXTENSION. 

Allen, Litt. D. ; History of Education, J. P. Blanton, A. M. ; 
History of Mathematics, W. B.Smith, Ph. D. ; Greek Life, 
W. G. Manly, A. M. ; Roman Religion, J. C. Jones, Ph. D. ; 
Roman Constitutional Law, J. M. Burnham, Ph. D, ; Homer 
and Homeric Antiquities, Walter Miller, M. A.; The 
Electro-Magnet, William Shrader, Ph. D.; Botany, G. D. 
Purinton, Ph.D.; Astronomy, Milton Updegraf, B. C. E. 
The above courses were offered by the instructors of the 
University of Missouri, located at Columbia. 

The following courses were offered by the University 
of Kansas: The Chemistry of Every-Day Life, E. H. S. 
Bailey, Ph. D. ; Political Economy, Economic Problems and 
Sociology, F. W. Blackmar, Ph. D. ; The German Empire, 

E. D. Adams, Ph. D. ; Electricity and its Modern Applica- 
tions, L. L Blake, Ph. D. ; The Romantic School in France 
and the Development of the Novel in France, A. G. Canfield, 

A. M. ; English Literature of the Nineteenth Century, C. G. 
Dunlap, A. B. ; History and Philosophy of American 
Literature, E. M. Hopkins, A. M. ; German Literature, First 
Classic Period, and German Literature, Modern Period, 
W. H. Carruth, A. M. ; Municipal and Domestic Sanitation, 

F. O. Marvin, A. M. ; Astronomy, E. Miller, A. M. ; The 
Art of Piano-Forte Playing, G. B. Penny, B. S. ; Roman 
Poetry, D. H. Robinson, Ph. D. ; Botany, W. C. Stevens, 

B. S. ; Medical Chemistry and Sanitary Science, L. E. 
Sayre, Ph. G.; Psychology, Olin Templin, A. M. ; Classical 
Greek Literature, A. M. Wilcox, Ph. D. ; Physical Geology, 
S. W. Williston, Ph. D. 

It was decided by the Kansas City Association to take 
the course offered above on Economic Problems as intro- 
ductory to the work. The preference in courses was deter- 
mined by replies to circulars freely distributed by the 
Association among the prominent people of the city and 
vicinity. A class of over one hundred was formed for the 
first course, ninety-two of whom registered for examination 



UNIVERSITY EXTENSION IN THE SOUTHWEST. 285 

and credits. The aim of this course was to discuss in a 
scientific manner the principal topics of the day, especially 
those in which the people are most interested in the West. 

In the lectures it was intended to apply all of the 
principal laws and principles of political economy so that 
during the twelve weeks students might observe the work- 
ings of political economy and discover its laws through its 
applications to present industrial life. 

The following is a list of the subjects of the lectures 
given : Money and its Circulation ; How a Nation Grows 
Wealthy (Production) ; The Division of Wealth Products ; 
Monopolies ; Socialism and Communism ; Immigration ; 
Taxation and Tax Reforms ; Irrigation of Arid Lands ; 
Transportation ; Social and Economic Reforms (two lec- 
tures); The Scope, Method and Services of Political 
Economy. 

A great deal of interest was shown on the part of the 
students, and permanent good resulted from the course. 
At the time of writing it is not known how many will take 
the examinations, consequently certain results may not 
be estimated. In the two classes referred to, one in Topeka 
and one in Kansas City, the membership was largely com- 
posed of teachers, lawyers, judges, business men and 
artisans.^ 

A syllabus of each lecture was printed in the leading 
papers prior to the time of delivering the lectures. These 
outlines were quite full for the purpose of assisting students 
in their daily studies and of giving them a well-rounded idea 
of the subject. One lecture was delivered each week on 
Thursday evening. The first hour was devoted to the 
formal presentation of the subject of the evening, and the 
second to the informal discussions and questions. Arrange- 
ments were made with the librarian of the city library to 



1 In Prof. Blake's class there were 21 lawyers, 12 teachers, 12 students, 4 engineers 
and physicians, electricians, operators, clerks, public officers, etc. 



286 UNIVERSITY EXTENSION. 

collect the books relating to the subjects of the lectures in a 
private reading-room for the consultation of those who 
were taking the course. Some studious ones availed them- 
selves of this privilege. 

The following syllabus of the ninth lecture, that on 
Transportation, will illustrate the nature of the work : 

I — Economic effects of transportation. 

To what extent is wealth produced by trade? 

The cost of exportation affects the division of labor. 

Rapid transportation tends to equalize prices. 

The extension of the agricultural area and the concentration of 
manufactures. 

General effect of cheap transportation. 

The economic value of good streets and roads. 
II — Railroad versus water transportation. 

The relative cost of railway, canal, ocean, river and lake trans- 
portation. 

Why water transportation has been neglected 

Signs of a return to water transportation. 

The advantages and disadvantages of water communication. 
Ill — The railroad problem : How to avoid abuses that arise through private 
management. 

Complaints urged against the present management. 

Competition and combination. 

Is the present system necessarily expensive ? 

The work of railroad commissions, state and interstate. 

Th|[ steady reduction of freights and fares. 
IV — Comparative management in different countries. 

The French territorial system. • 

The Prussian and Belgian state management. 

Italy desires to return to private management. 

Effect of private management in England. 

The Austro-Hungarian zone-tariff system. 
V — Proposed government ownership in the United States. 

Review of the railway system in the United States. 

Dangers and difficulties of public ownership. 

The removal of present evils by judicious management. 

REFERENCES : 

" The Railways of the Republic " — Hudson. 

" Railroad Transportation " — Hadley. 

** Reports of Interstate Commerce Commission." 



UNIVERSITY EXTENSION IN THE SOUTHWEST. 287 

■*' Statistics of Railways in the United States " — H. C. Adams. 

" Bulletins of the Eleventh Census." 

" Railroads and Railroad Questions " — C. F. Adams. 

" The Public Regulation of Railways" — W. D. Dabney. 

" The Interstate Commerce Act " — Dos Passos. 

" Railway Secrecy and Trusts " — Bonham. 

" Railroad Accidents : Their Causes and Prevention " — C. F. Adams. 

" The Railway, the Farmer and the Pubhc " — E. Atkinson. 

While this work was being inaugurated the Kansas 
State University, and the University of Missouri were not 
idle. They each organized for the work, sent a prospectus 
of the conditions on which the Extension would be made, 
and established a system of credits for students in the 
prescribed courses. To meet the immediate demands of 
students in these courses, the University of Kansas adopted 
the following regulations : " Persons who hold the degree 
of Bachelor of Arts from the University of Kansas, or 
from other institutions of equal rank with it, may receive 
the degree of Master of Arts upon the satisfactory com- 
pletion of nine University Extension courses of twelve 
lectures, each. These courses shall be accompanied by 
such study, reading, and examination as shall be prescribed 
by the professors in charge." 

"Persons not holding the bachelor's degree upon the 
satisfactory completion of nine University Extension courses 
of twelve lectures each, shall receive a University Extension 
diploma." 

"Work done under instructors from other institutions 
than the University of Kansas will be accepted upon 
examination for not more than four of the nine courses 
necessary for a degree or a diploma. This work will also 
be accepted as undergraduate work, a full course in the 
University Extension being reckoned as a two-thirds term 
in the University. Nine twelve-lecture courses will be 
accepted as equivalent to a full year's work at the University." 

In making these rules the faculty of the University 
.realized that only a comparatively small number out of the 



288 UNIVERSITY EXTENSION. 

large classes receiving University Extension lectures would 
care to avail themselves of these provisions. But it was 
thought best to make it possible for all who desired, to 
receive such credit extended by the University. All such 
persons are duly registered as students of the University of 
Kansas. The University of Missouri formulated similar 
provisions respecting credits in that institution. 

The second course, begun under the direction of the 
Kansas City local association, was that of English Litera- 
ture of the Nineteenth Century. This was also a large and 
interesting class and was successfully carried on by Prof 
C. G. Dunlap of the University of Kansas. The following 
list of subjects will indicate the scope of the work: Litera- 
ture at the Close of the Eighteenth Century, William 
Wordsworth, Samuel T. Coleridge, Percy Bysshe Shelley, 
John Keats, Lord Byron, John Henry Newman, The Novel 
(Thackeray and Dickens), Tennyson, George Eliot, Robert 
Browning. 

The association arranged for four other courses : One 
on Constitutional Law, by Prof. .Alexander Martin, of the 
University of Missouri, and one on the Semitic Languages 
by Prof J. S. Blackwell of the same institution. Although 
classes were about completed for these gentlemen, owing to 
the unfortunate occurrence of the burning of the main 
building of the Missouri University, they found it necessary 
to give all of their attention to home work. These courses 
of lectures will probably be given next year. The other 
two courses arranged for are by Professors Blake and 
Carruth of the Kansas Universit)/, the former on Electricity 
and its Modern Applications and the latter on German 
Literature. Prof Blake's course is similar to that given in 
Topeka in many respects. The class has already been 
formed and numbers over three hundred — the largest class 
yet formed. The course in German Literature will begin 
soon. The following subjects indicate the scope of the 



I UNIVERSITY EXTENSION IN THE SOUTHWEST. 289 

work: Martin Luther, From Luther to Lessing, Lessin^ 
(two lectures), The Storm and Stress Period, Goethe (four 
lectures), Schiller (three lectures). 

A new course has been formed in Topeka under the 
auspices of the Trades and Labor Assembly. This will be 
carried on by the writer after the course in Kansas City is 
completed. The subject is Political Economy, and the. 
course is especially arranged for intelligent workingmen. 

Prof. E. H. S. Bailey, of the Kansas University, is- 
conducting a very interesting course in the Chemistry of 
Every-Day Life at Olathe, Kan. The class is large and 
enthusiastic. The following outline will suggest the nature 
of the course: 

The Atmosphere, Combustion, Artificial Lighting;,, 
Water, Cleansing and Bleaching Materials, Foods, Sugars^ 
Nitrogenous Foods, Fruits, Non-Alcoholic Beverages^, 
Digestion and Assimilation of Food. 

The following outline of a single lecture illustrates the 
nature of the instruction given : 

« NON-ALCOHOLIC BEVERAGES." 

History of their use and a general discussion of source. Division of 
such beverages into three classes. 

1. The infusion of the leaves, as tea. 

2. The infusion or extract of the seeds, as coffee. 

3. The soup or guel made from the prepared seed, as Chocolate. Tes,, 
its source and method for its preparation for the market. How tea should be 
prepared for the table. Influence of tannin on digestion. Varieties of tea. 
Adulteration and falsification. Action of tea on the system. CofTee-leaF 
tea. Coffee, its source and method for its preparation. Preparation of ther 
beverage. Adulteration of coffee. Coffee substitutes. Action of this beverage 
on the system. Chocolate, Cocoa. Method for the preparation of the 
commercial article from the Cacao bean. Composition. Preparation of tlie 
beverage. Adulteration and falsification. Action on the system. 

A course of eight lectures is being given at Abilene,,. 
Kan., by various instructors of the University of Kansas,. 
The lectures are all literary, but are given by different 
19 



290 UNIVERSITY EXTENSION. 

individuals. Among those who have already been selected 
are E. M. Hopkins, A. G. Canfield, W. H. Carruth, O. 
Templin, A. M. Wilcox and C. G. Dunlap. Over ninety- 
persons have entered the class. This course is a little 
different from other courses, but is worthy of mention as a 
genuine extension of university instruction. The people 
of Abilene are so well pleased with the success of the 
enterprise that they have already begun to plan for other 
courses during the next academic year. This may also be 
said of the people of other towns. They say, " Next year 
we will know how to carry on this work in a more acceptable 
manner," 

Two courses of lectures will be given in Wichita on 
Astronomy and Geology. The former will be given by 
Prof. E. Miller, and the latter by Prof. S. W. Willston, both 
of Kansas State University. Each course will consist of 
six lectures only. This promises to be an excellent field 
^or University Extension. 

While these lectures are being given to those who 
desire them, the single lecture system is kept up by the 
instructors of the University. They are called here and 
there over different parts of the State to 'give a single 
lecture for the benefit of some association, college or high 
school. Thus we have an account of the inauguration 
of University Extension in the Southwest. It will be seen 
by the foregoing statement that the movement is taking a 
permanent place in Western education. Many lessons have 
already been learned, but the enterprise is still in an experi- 
;mental stage and one cannot predict what will be the future 
outcome. It would seem that as the work has sprung up 
of itself, unaided by any systematic urging, it has a fair 
-prospect of becoming permanent. The University of 
Kansas has not urged the movement in any degree. It has 
■endeavored to supply the demands and to give such informa- 
tion as has been sought for in the formation of local 



UNIVERSITY EXTENSION IN THE SOUTHWEST. 29 1 

associations. The instructors take up the work somewhat 
reluctantly, owing to the fact that they have plenty of work 
at home, yet they feel it a duty to respond to such calls 
when they can do so without interfering seriously with 
their regular work. It will be found that a reasonable 
amount of such work, bringing the instructor, as it does, in 
contact with the world outside of the University, is a great 
advantage to him for it tends to quicken him and prepare 
him for more vital instruction. 

The preceding brief review of actual work done has 
been for the purpose of indicating the amount and quality 
of instruction that has been given in this line and for 
the purpose of designating the general plan of operation. 
From the foregoing history and from the record of similar 
work done in other parts of the West it will be seen that 
the general plan of the work is well defined. Each prominent 
institution will be the center for the propagation of Extension 
ideas and for furnishing lectures. Around these centers 
local associations are being formed which will take the 
responsibility of arranging courses for the people, of forming 
classes, and attending to the financial part of the enterprise. 
Immediately connected with the people whose wants and 
whose ways it fully understands, a strong local institution 
is best prepared to carry on University Extension within 
the radius of its influence. This is its natural field and its 
legitimate service. It is a natural center of educational 
influence and the people look upon it with pride and are 
willing to be instructed by its professors. If such an 
institution be a living one, strong and vigorous, it is within 
sympathetic touch with the people and close to their lives 
and thoughts. While it may administer to their educational 
needs it will on the other hand lead them to enter the realm 
of higher learning or to complete the course which they 
have abandoned long ago. It will be seen by the foregoing 
outline that much of the work is of an advanced nature 



2g2 UNIVERSITY EXTENSION. 

and some of it is prepared for classes who have made 
considerable progress. There has been an honest, and I 
may say, successful endeavor on the part of the lecturers to 
suit their instruction to the needs of the classes under their 
charge. A great improvement might be made in somxC 
instances in the preparation of outlines of the lecture which 
are to be placed in the hands of the members of the class. 
These outlines might be more complete and be composed 
of full statements of facts and principles- laid down instead 
of the suggested heading. These principles and facts might 
be illustrated fully, so that the student could carry in his 
mind a living syllabus rather than a dead one. Also it may 
be seen that the process of classification of the students 
must be entered into more fully than has been done if the 
Extension movement is to grow in thoroughness and 
efficiency. The registry for examination and for grades is a 
step toward this and in due time the problem will gradually 
solve itself 

But little is to be said about the lecturer. Not every 
one is fitted to be a successful lecturer, but if a person is 
well educated in the subjects he proposes to teach, is able 
to talk plainly and simply to the people, with much 
enthusiasm and no manuscript, and if he also thoroughly 
understands the people as well as his subject, there. is little 
fear of failure as a lecturer in this field. But if he has not 
these qualities, all the manuals, and helps, and talk about 
how Extension should be carried on will be but clumsy 
instruments in his hands. Of course this implies that he 
should make his own outlines, prepare his own manuals and 
not attempt to use the work prepared by others. The way 
to carry on University Extension is promptly and actively 
to extend the University work directly among the people 
according to their needs and there will be vital results of 
the contact. 



UNIVERSITY EXTENSION IN THE SOUTHWEST. 293 

One of the greatest difficulties of Extension work in 
the institutions of new countries is that the instructors are 
fully occupied at their own institution, usually on a moder- 
ate salary, and that the people who most need the educa- 
tion are not in a condition to pay much for it. But as 
lecturers from abroad are even more expensive, it only 
remains for such institutions to work earnestly until Exten- 
sion is made a regular department and well provided for 
in the financial administration of the universities. If insti- 
tutions will do as President Harper has indicated, will be 
done in the Chicago University, make an Extension depart- 
ment and provide special instruction in the same, much of 
the difficulty will be removed.' An institution that does 
this is prepared to double its influence in behalf of higher 
education. Until this time comes the permanency of the 
movement of University Extension will not be assured. 
Until such time comes the movement will be somewhat 
fitful and irregular. It will be attended with alternate suc- 
cess and failure. But each live institution will make an 
honeet endeavor to be a fountain of learning for the people 
in its vicinity. It will find it necessary to occupy more and 
more time in the Extension field, and of a necessity will 
be forced to systematize the work. It may be found ex- 
pedient to keep one or more men continually in the field, 
although it will appear that the ordinary institution will 
receive the greater benefit by shortening the regular time 
required of the professor in the university, and allow each 
to give one or two Extension courses each year. Except 
in cases of heavily endowed institutions by far more good 
can be accomplished in this than in any other way, for it 
has a direct influence on the quality of instruction given 
in the institution as well as in extending the university life 
to the people. Possibly among the older institutions in the 
East, a more formal method of Extension may be carried 
on, similar to that of the English universities. Years of 



294 UNIVERSITY EXTENSION. 

practice may yield similar work in the West, but just now 
it appears that the work as indicated in this paper is as far 
advanced as the demands and the conditions will warrant. " 
The writer would not have it appear that the University 
of Kansas is the only institution in the Southwest engaged in 
Extension work. Such institutions as William Jewell, Park, 
Baker University, Manhattan Agricultural College, Washburn 
College, and the Emporia Normal School, have furnished 
many lectures to the people, but the University of Kansas 
has taken the most complete and radical departure in this 
respect of all the institutions of the Southwest. Already 
nine full courses of twelve lectures each have been com- 
menced, or are arranged for since last October, and the 
regular system of single lectures has been maintained. 
The limit for work of this nature, without interfering 
seriously with routine work, is in the neighborhood of 
about twenty courses each year of twelve lectures each. 

FRANK W. BLACKMAR. 

Lawrence, Kansas, February, i8g2. 



ECONOMICS, III. 



Part I. Production. 
IV. Future Goods. — In the last section attention was 
called to the growing appreciation of future welfare as one 
FUTURE of the psychical premises of the theory of produc- 
GooDs. ^JQn_ jt;g Qutward manifestation is the increase in 
the number of goods which are not themselves destined for 
consumption, but which are employed in further produc- 
tion. These may be regarded as unfinished or future goods. 
The satisfaction which their production was intended to 
meet will not be realized until the commodity which is to 
be consumed has actually been produced. The plow, the 
wagon, and the reaper in so far as they are used in the pro- 
duction of wheat, may be regarded as wheat not yet ready 
for consumption. They have no reason for existence except 
as they bring nearer that for the production of which they 
were themselves produced. 

To be clearly distinguished from these future goods, 
are those which minister directly to the satisfaction of human 
PRESENT desires. Food, clothing and fuel used in protection 
GOODS, against cold are obviously present goods. Com- 
modities which satisfy higher desires — as paintings, orna- 
ments, and articles of household furniture — are of the same 
kind.^ The spoken oration, the musician's notes and the 
plunge of the surgeon's knife, are goods in the economic 
sense and furnish excellent examples of the class of goods 
under consideration. The goods which have ultimately 
taken form as present goods have been at various stages of 
their production, future goods. They have become present 
goods through the operation of productive agencies. They 
were products ; they have become produce.^ 



1 Clark; rhiiosphy of Wealth, ch. i. 

* Patten Fundamental Idea of Capital, in Quarterly Journal of Economics, Vol. Ill, 
p. '93. 



296 UNIVERSITY EXTENSION. 

The future goods are of two distinct kinds. There are 
those which will reappear visibly in the finished product as 
ACTIVE wood, cotton, flax, and coloring matter in cloth ; 
AND leather in shoes, etc./ and those which will not thus 
iTUTURE reappear as coal, bleaching material, lubricants,^ and 
•GOODS, j-j^g buildings which have been required in the pro- 
duction. Goods of the first mentioned class are themselves 
on the way to the goal of consumption. Those of the 
second are aiding in the transformation of other future 
goods into present goods. If the produce of industry under 
consideration be bread, the labor that has been expended 
in its production has taken form on the one side, at different 
stages as plant food, wheat, flour and dough ; and the other 
as improvement on land, agricultural machinery, wagon, 
railroad, flour mill, and baker's oven. The latter are funda- 
mentally of the same type as the former.^ Future goods of 
the first class are called by Clark passive capital, those of the 
second active capital.* These products of human industry 
which owe their existence and their value not to their power 
to satisfy immediately human desire, but to the great fact ot 
the efficiency of serial production are future goods. 

Though material commodities only are ordinarily in- 
cluded in the term future goods, it should be pointed out that 
CAPITAL there are other productive agencies which are en- 
3)EFiNED. ■|-jj.g]y. analogous in their action. Andrews refers to 
some of them as " unembodied inventions," and cites the 
Iknowledge of chemical combinations used in the arts, etc. 
The patterns of a stove manufacturer, often very valuable, 
are of course future goods ; yet if the patterns themselves 
"were destroyed they could usually be replaced at nominal 

'■ Andrews : Institutes of Economics, p. 49. 

2 Ibid. 

^ Aploughissomany loaves of bread partly made, while a loom and the engine which 
■gnoves it are partly made coats ; that is, society having determined to make some more bread 
and coats, is so far along in the work that it has made a plough, a loom, and an engine to 
-g)ropel it ? Patten as above. 

* Capital and its Earnings, in Publications of the American Economic Association, 

'Toi. in.Nu. 2. 



ECONOMICS. 297 

expense. The result of an invention whether of a pattern, 
a chemical combination, or a mechanical process is only 
under very exceptional circumstances wholly embodied in 
a physical form. The improvement of agricultural land 
may take such tangible form as to be easily recognized as a 
material product, a future good ; or it may consist simply 
in an improvement in the quality of the soil. Labor may 
be expended in the erection of agricultural stations in order 
to increase production. The result is then clearly a future 
good — a product of industry. Essentially the same thing 
is done when labor is expended in the training of laborers 
to greater efficiency. The qualities of man are improved' 
as were those of the soil in the illustration above given. 
Finally labor may be expended in the production of future 
goods, such as machinery, tools, and factory buildings. It 
is better to reserve the term future goods for these material 
commodities,, using the broader term Capital to designate 
the results of all labor exerted before that which performs 
the final act of transforming the future into a present good. 
Capital is embodied labor, but it is labor expended before- 
hand in order to increase the produce. Viewing the pro- 
duction of wealth rather than its consumption, looking not 
upon man's pleasures but upon the industrial organization, 
we thus get a clear idea of capital and its function. It does 
not include the means of subsistence or any commodities 
which will directly satisfy the wants of man and are desired 
by men on their own account. 

V. Ci^PiTAL, — Whether capital is a productive agency, 

ranking with land and labor, is a question of economic 

theory over which a severe struggle has con- 

PRODUCTIVE . T-, 1 1 

POWER tmued to the present day. The least that can 
*^^ be claimed for the productive power of capital 

CAPITAL. , . . 

is that the productive agencies are far more 
efficient where there is a relatively large stock of future 
goods in existence, where the serial method of production 



298 UNIVERSITY EXTENSION. 

is in full vogue, where a portion of the labor necessary to 
satisfy a man's desires is exerted long in advance of the 
period when the commodity is to be consumed.^ 

The stream of human industry flows continuously 
under the management of man from its sources in the 
natural and social forces to its destination. The 
^AGENafiJ^ stream is made up of products continually 
changing as it rolls on until at its mouth it 
discharges only produce. Four elements are clearly dis- 
tinguishable as we watch it : the products themselves, the 
physical energy which makes their motion and transfor- 
mation possible, the human labor which transfers that 
energy to the material product, and the intelligence which 
directs the general course of the stream. The observer 
who notices only the activity of the laborers as they in- 
dustriously move about in the midst of the stream con- 
cludes that only labor is a productive agency. One who 
has his attention riveted on the products themselves, 
seeing the changes in them but scarcely conscious of the 
work which man does, is inclined to emphasize capital and 
the industrial organization as chiefly responsible for the 
existence of wealth. One who is philosophically inclined 
will be tempted to attribute all wealth production to the 
physical forces or to the energy of which they are mani- 
festations. Socialists of the Karl Marx school are ob- 
servers of the first type. 

Those who describe industry from the extreme capital- 
istic standpoint are of the second. The French Physio- 
crats and their descendants of the modern 

THEORIES 

OF science over-emphasize the third element. It is 
PRODUCTION. pgj.fg(;|.iy. conceivable that under the influence of 



• The value of the unfinished commodity, the product of industry, depends upon the 
distance which separates it from the finished stage. When products are exchanged for 
produce it is always at a certain advantage to the holder of the former, provided he is 
able and willing to sacrifice thus a lower degree of pleasure in the present for a higher 
in the future. 



ECONOMICS- 299 

the present tendency to exalt the entrepreneur's function in 
industry, some persons may get in the way of looking at 
the whole movement as if it were caused by his agency 
alone, to attribute to management that peculiar virtue 
which has at different times been supposed to reside in 
land, in labor, and in capital. But land is a chief factor 
in production only because it is through possession of 
land that man gets access to the natural forces. We are 
speaking figuratively only in terming land a primary pro- 
ductive agency. It is so of capital. The future goods 
themselves — the material commodities possess no pro- 
ductive power, but their presence in society is an indication 
that an efficient production is in progress, that man's labor 
is exerted in a more economical manner. 

It is evident that a society which maintains a judicious 

proportion between the quantities of future and present 

goods, will add thereby greatly to the satisfactions 

OF which it may enjoy. But it is essential further that 

FUTURE ^i^Q various classes of future goods should bear to 

GOODS. . • 1 • 1 

each other a certam proportion determmed m each 
case by the requirements of the industrial organization. If 
the object be to bring coal to the consumers, the future 
goods called into requisition are, among others, mine ma- 
chinery, road bed, and rolling stock. Individual producers 
sometimes put too large a portion of the available energy 
into the construction of railways, leaving not enough free 
for the production of machinery or for the mining industry 
itself ^ The expenditure of labor too long beforehand is 
not to be justified. Production will be most efficient when 
the quantities of labor devoted to the various classes of 
future goods are most nicely adjusted. 



* Panics have sometimes ensued when too much of the national capital is in railroads. 
It becomes under such circumstances both fixed and specialized. See next two paragraphs. 



300 



UNIVERSITY EXTENSION. 



The distinction between circulating and fixed capital 

has long been current and is useful for certain practical 

purposes. Circulating capital consists of such 

CIRCULATING ir i^ S3 r 

AND future goods as fulfill the whole oftheirof- 

FixED CAPITAL. ^^^^ j^ ^^^ production in which they are 

engaged, by a single use; fixed capital of such as exist in 
any durable shape and the use of which in production is 
spread over a period of corresponding duration V Much of 
what is ordinarily classed as circulating capital is, however, 
excluded entirely from the category of future goods and 
consequently of capital as above defined. Nothing is more 
common in the political economy of the wage-fund period 
than discussions as to whether laborers suffer from the 
transformation of circulating capital into fixed capital. This 
discussion has no meaning unless we understand by circulat- 
ing capital mainly subsistence. But food and clothing are 
present goods — not capitalistic products — and they should 
not be reckoned as capital. The line between fixed and 
circulating capital has always been a very uncertain one, and 
since the line which separates future from present goods 
can be more distinctly drawn, the utility of the older dis- 
tinction is questionable,- If it is retained and we seek an 
illustration in steamship transportation, we would place the 
vessel itself, as well as the permanent offices and the docks 
of the steamship company on the side of fixed capital; while 
the fuel consumed in the steamer, the supply of provisions 
necessary for the voyage^, and all those portions of the 
equipment of vessels, docks or offices, which need to 'be 
continually renewed, furnish the circulating capital. The 
paint renewed at every port, would figure in the circulating 
capital of the steamship line, though it would be less 



* Mill : Principles of Political Economy. Bk; i. ch. vi. 

* Until they are prepared for the table and actually placed before passengers, Vihen 
they become present goods, and constitute an integral part of the "good " for which the 
passage money has been paid. 



ECONOMICS. ,01 

" circulating " than the fuel which lasts in the furnace but 
a few minutes. 

Specialized capital, by which is meant those future 

goods which, to avoid waste, must be carried forward to a 

SPECIALIZED particular goal, as printing-presses to the pro- 

AND duction of books and newspapers, steam en' 

FREE CAPITAL. . , r r j i- • i • i 

gmes to some lorm of production in which 
steam-power is required, and steel to the form of edged 
tools, rails, steel-plate, etc., is distinguished from free capital, 
which may with almost equal economy be employed in any 
one of many different kinds of production. This distinction 
is also purely relative. A factory which can be transformed 
at small expense into one suited to the production of a dif- 
ferent commodity, is less specialized than one which if the 
transformation were necessary would require a greater out- 
lay in effecting required changes. Individuals suffer at 
times from changes in demand which leave them in posses- 
sion of specialized and useless capital. Production will be 
in this respect most efficient when changes are so success- 
fully anticipated as to prevent at such points a too great 
preponderance of specialized capital over that which is free. 

EDWARD T. DEVINE. 



NOTES. 

Professor H. L. Chapman, of Bowdoin, is delivering an Extension course 
at Rockland, Maine. 

Professor Miller, of the University of Kansas, gave the first lecture in a 
course of tvi^elve on astronomy at Wichita, Kansas, on February 13. 

The Oxford University Extension Gazette for February quotes an inter- 
esting account of Extension work in England from the pen of M. Max Leclerc 
in the Revue Bleue. M. Leclerc speaks with the greatest enthusiasm of Mr. 
Hudson Shaw, who is to lecture in the United States under the auspices of the 
American Society during the coming season. 

Another centre of Extension teaching was established in Michigan, at 
Kalamazoo, on February Sth. Hon. George M. Buck was chosen president ; 
Professor S. D. Hartwell, secretary ; Mr. E. C. Parsons, treasurer. Kalamazoo 
is a very flourishing town, with two excellent local institutions, and within 
easy reach of Michigan University, from which its lecturers will naturally be 
largely drawn. 

The article in this number on " University Extension in the Southwest " 
is from Professor Frank W. Black mar, of the University of Kansas, who has 
been one of the leading lecturers in that field from the start and than whom no 
one can speak with more authority or with fuller knowledge. This is the first 
of a series of reports on University Extension work which has been arranged 
for from the leading lecturers in difTerent states. 

Dr. William Howard Tolman, of Brown University, contributes an inter- 
esting paper on Extension work at that university, to the February number of 
the University Magazine. He instances an early example of Extension teach- 
ing in a course by Benjamin Waterhouse on natural history, which was given 
for the first time in 17S5 for those not connected directly with the college. 
Brown University has ever since that time sought friendly relations with those 
outside of its walls, and its faculty have always responded to the calls of the 
State or of the municipality. 

The Georgia University Magazine reports the increased interest of the 
people of Georgia in University Extension. The course of lectures begun 
some weeks since in Atlanta, Ga., has awakened a wide-spread desire for 
university education, and an increased respect for university ideals and methods. 
Courses are arranged to be delivered during Frebruary and March by Professors 
MacPherson, Bocock, Strahan and Morris. In addition to these many are to 
be given at the Farmers' Institute throughout the State under the management 
of H. C. White, Professor of Chemistry, and J. B. Hunnicut, Professor of 
Agriculture. 



NOTES. 303 

The Academy has, in its February number, a timely article by Lilian Lee 
Gardner, of Bridgeport, Conn., on University Extension. Miss Gardner has 
shown her interest in the movement, not only in this article, but in her 
own town in connection with a centre of the American Society recently 
estab:isied there. It is significant of the broad scope of the Society and of 
the hearty co-operation of higher institutions, that this centre should have 
been established close to the walls of Yale University with the heartiest com- 
mendation of its president and professors. It has been possible in many 
instances for the American Society, through its staif lecturers, to foster the 
establishment of -local centres in a territory naturally tributary to some leading 
college, and to leave the centre in such excellent condition that the respective 
college can carry on the work with little effort. 

Secretary Charles Zeublin, of the Chicago Society, who contributes a 
sketch of their work to this number of University Extension, is also secre- 
tary of Evanston Hall, the name by which the first settlement of the North- 
western University Settlement Association is known. The settlement is located 
at 143 West Division Street, Chicago, in the Sixteenth Ward. This ward has 
an area of one and one-fifth square miles, and a population of fifty-nine thou- 
sand, the largest number m any ward, and the most dense population of any 
in the city. The death rate is a fraction over twenty per cent. Only fifteen 
per cent, of the inhabitants are native born ; thirty two per cent, are Germans •. 
twenty-seven per cent. Poles ; seventeen per cent. Scandinavians ; and the 
remainder Bohemians and Irish. Considering the kind of population, the 
settlement is certainly located where it can accomplish great good as an 
exponent of resident work and study of social and religious conditions and 
personal contact with those who need help, both in a social and educational 
way. 



UNIVERSITY EXTENSION IN NEW YORK. 

The following report has been received from the Department of University 
Extension of the University of the State of New York : 

Albany. — Professor J. W. Jenks, of Cornell University, gave the first 
lecture in his course on practical economic questions on Friday, January 28th. 
The attendance was about three hundred and twenty-five. The vice-president 
of the centre is James M. Ruso ; secretary, G. W. Stedman ; treasurer, Oren E. 
Wilson. 

Albion. A course on the American revolution, by Professor W. H. Mace, 

of Syracuse University, was begun February 1st. The president of the centre 
is Hon. Isaac N. Signor; vice-president. Miss Emma V. Hart ; secretary, 
F. A. Greene; treasurer, Edwin L. Wage. Principal, F. A. Greene, writes : 
"I am more enthusiastic than ever over University Extension. Our first 



304 UNIVERSITY EXTENSION. 

lecture last evening was much better attended than any of us' anticipated. We 
had $230 in the bank yesterday afternoon before the lecture. Last night we 
took in ^85 at the door, which gives us, you see, ^315, and more to hear from 
who have been selling course tickets. I think our receipts will reach nearly 
I400. Our audience numbered about two hundred and fifty, and every one 
seems more than pleased with Professor Mace. We have organized a class in 
our High School composed of students, and any outside of school who are 
attending the course, both old and young. We intend to follow Professor 
Mace's lectures and secure as much reading and study by the class as possible. 
Nine came from a village four miles north of us, and they report more coming 
next week." 

Ballston — The first of the course of lectures on English literature, by 
Professor Charles F. McClumpha, of the University of the City of New York, 
was given on Monday, January 25th. The first half of the course consists of 
a brief historical survey of English literature and the remainder deals with 
authors of the nineteenth century. The attendance at the first lecture was 
about fifty. The president of the centre is Principal Bunyan ; secretary. Miss 
Jessie A. Seeley. 

Brooklyn. — The Brooklyn Institute has been registered as a Regents' 
Institute, " to conduct University Extension work in the city of Brooklyn, in the 
county of Kings." During the month of February, lectures are given on 
every week-day evening, covering nineteen different departments as follows: 
archccology, architecture, astronomy, botany, chemistry, electricity, engineer- 
ing, entomology, geography, geology, mathematical and economic science, 
psychology and zoology. 

Gloversville. — Librarian A. T. Peck, of'the Gloversville public library, is 
conducting a class of about fifty on the history of English literature, the work 
being based on the Regents' academic syllabus. 

Rochester. — Professor J. H. Gilmore, of the University of Rochester, 
began a course on English literature February 1 8th, before an audience of 
nearly eight hundred — three-fourths of them wage-earners. About half of this 
number intend to become students. Courses are also being planned in American 
history and political economy. 

Watertown. — Professor W. H. Mace, of Syracuse University, is giving a 
course on the American revolution, the first lecture being held January 15th, 
before an audience of two hundred and fifty. The class numbers nearly one 
hundred and fifty. The secretary of the centre is Principal J. G. Riggs, of 
the Watertown High School. 

Yonkers — Professor H. H. Boyesen, of Columbia, began January 7th a 
course on English literature, embracing as usual ten lectures. Students' aux 
iliary societies are conducted by Professor A. V. Williams Jackson, of Columbia, 
the president of the centre. The secretary is Mr. Theodore Gilman, who has 
been most active in organizing the work. The attendance is about three hundred. 



University Extension. 



CLASS WORK IN UNIVERSITY EXTENSION, 



The absence of a taste for learning may be due to 
either of two causes, first, to 'gnorance of the existence of 
such learning, or second, to the lack of any motive or stim- 
ulus to appropriate it. These two reasons suggest the 
nature of the lecturer's work. Having made his audience 
acquainted with the beauty and utility of his subject and 
the possibilities for individual work which it affords, he 
finds himself in the presence of two classes of people. The 
first class are those to whom the presentation of the subject 
is enough to arouse a desire for further knowledge, the 
second are those in whom little or no interest is thus 
aroused, but who by judicious management may be made 
to acquire it. 

The former need only instruction and guidance, while 
the latter require stimulus before they will attempt any 
work that requires guidance. One cannot guide a horse 
that refuses to move, but the beginning of motion and the 
beginning of guidance are identical in time, though not in 
order of causation. In Extension work the problem is to 
secure motion, and this is to be accomplished almost 
wholly by the contact of student and teacher in that insti- 
tution, peculiar to University Extension lectures, the class. 
As has been said, the lecturer's mission is twofold, instruc- 
tion and stimulation, and speaking roughly, these two divi- 
sions of his work correspond to the lecture and the class, 

305 



300 UNIVERSITY EXTENSION. 

the latter of which, while impossible without the former, is 
jievertheless the more important owing to the opportunities 
which it affords for securing permanent results. 

On beginning a course the lecturer should make sure 
ihat his hearers thoroughly understand the real significance 
of University Extension. In order to do this he should 
emphasize the fact that the movement is purely educational 
in its aim, and that weekly papers and class work are 
Integral parts of the course. It is always well to state 
these facts even in long-established centres, for people . 
require constantly to be reminded of them, and there 
are always in the audience those to whom the present 
course is the first. The lecturer cannot be too explicit in 
this, for much depends on a perfect understanding of his 
relation to his hearers. The question which now confronts 
liim is how to induce members of the class to send the 
-weekly exercises. The following suggestions in answer to 
this question are based on experience rather than on any 
]preconceived theory of class work. 

Carefully avoid giving the impression that every paper 
sent must contain answers to all the questions on the 
lecture, but ask that answers be sent to any of the ques- 
tions .or even to any part of a question in which the student 
may feel interested. Assure the class that they are per- 
rfectly free to send to the lecturer questions on any point in 
connection with the subject on which th .y desire informa- 
rtion. This has a tendency to set them thinking, and expe- 
rience has shown in many instances that if a person can be 
induced to put pen to paper or to exert himself in any way 
•to ask a question, the transition to answering the questions 
of the week is an easy one. Diffidence can be overcome 
gradually, and the first step is always by far the hardest. 
When a student has sent one paper the sending of others 
■depends almost entirely on the lecturer. 



CLASS WORK IN UNIVERSITY EXTENSION. 307 

Let US now suppose that the lecturer has before him a 
paper containing answers, and it may be questions, in con- 
nection with the last lecture. In what way is this paper to 
be treated ? This is an important question, for upon the 
answer to it may depend the success of the course so far as 
it concerns that student. If the paper is a poor one, the 
answers being incomplete and inaccurate, it has been sent 
probably by that person to whom University Extension 
may be the means of entrance to a higher plane of intellec- 
tual existence. The true secret of Extension work is 
encouragement and stimulation. The fact that the paper 
under consideration has been sent is an appeal which must 
not be disregarded. Every good quality of the answers 
should be noted by the lecturer, and a kindly word of 
approval given together with suggestions as to the correct 
answers and sources of information on the subject. All 
this should be written on the paper, so that when it is 
returned the student may receive in permanent form the 
assistance required, and with it the personal assurance that 
his efforts, however crude and imperfect, are appreciated. 
If students are to send papers they must have some motive 
for doing so, and none could be more powerful than the 
knowledge that every paper will receive as careful treatment 
as if it were the only one. Of course this imposes upon the 
lecturer considerable additional labor, but experience has 
shown that this is well repaid. 

The discussion of papers in the class calls for tact on 
the part of the lecturer, for by hostile or unfavorable criti- 
cism it is possible for him, without intending it, to wound 
deeply the feelings of some one who has sent a paper. The 
■answers may be incorrect or even absurd, but the lecturer 
should be very careful in his comments. It is never advis- 
able for him (unless indeed he knows with whom he is deal- 
ing) " to pick a paper to pieces " in any but the very gentlest 
manner. 



308 UNIVERSITY EXTENSION. 

Sometimes it is unwise to say, in so many words, that 
a given answer is incorrect, even though it be. A better way 
is to take the essential facts which must form the basis of 
any answer, and from them gradually develop the correct 
one. Do this carefully and slowly, allowing due weight to 
all other facts which may enter into and affect the result, 
but do it in an entirely impartial manner, showing that one 
answer is right and another wrong, not because the lecturer 
thinks so, but because a consideration of the facts warrants 
it. Such treatment of a question will give to the student a 
valuable lesson in method besides exhibiting the inaccuracy 
of any statement, and all without the possibility of dis- 
couraging one who may be already too diffident. Students 
sometimes become so disheartened by having their papers 
unfavorably criticised in public that they stop sending 
them, but there are numerous instances where a kindly but 
indirect criticism of a paper has proved of the greatest 
value in stimulating to renewed and redoubled efforts. 
This shows that in University Extension work, as elsewhere, 
praise and encouragement are more powerful stimulants 
than fault-finding criticism. Of the manner in which ques- 
tions should be answered, W. W. Skeat has well said: 
" The student should study brevity, keep closely to the 
subject and avoid irrelevant matter. Thoroughly consider 
every question before beginning to write an answer. Make 
notes of the difficulties." In any department of mental 
activity method is all-important. The lecturer should con- 
sider this, and in his class work should recognize the fact 
that with many minds the chief difficulty is ignorance of 
how to study. When papers are treated in the manner 
described the greatest obstacle to class work is usually 
removed, for in this way those who through diffidence have 
sent no papers become reassured. 

Much good is to be derived from informal discussions 
in which the members of the class take part ; but while the 



CLASS WORK IN UNIVERSITY EXTENSION. 3O9 

truth of this statement is generally admitted the question is 
asked how are such discussions to be started ? " If we can 
induce one sheep to jump over the wall, the rest will fol- 
low." Apply this principle to a University Extension class 
and the problem is solved. The lecturer, like the magician, 
should have accomplices in the audience. Arrange before- 
hand with several members of the class to have them start 
the discussions, and soon there will be no further difficulty. 

These few thoughts upon class work, which have been 
merely suggested rather than discussed, are founded upon 
experience, but their soundness may be tested by compari- 
son with the pedagogical doctrine that " education is an 
impulse and not a fact." The educational value of any 
movement is directly proportional to its power to impart 
this "impulse." 

University Extension has noble aims, and its impor- 
ance should be recognized especially in a country like ours, 
where, as Washington said : " We must look to the intelli- 
gence of the masses for the safety and permanence of our 
free institutions." The principles of University Exten- 
sion are sound, but upon their application and upon the 
success of its class work depends its highest usefulness. If 
we can introduce the masses to higher learning we are doing 
them an inestimable good. It is to stimulate and arouse 
the dormant or undeveloped powers of men's minds that 
the Extension lecturer goes forth on his mission. His lec- 
ture brings before the people the richness of his subject; 
it points their minds to roads along which they may travel ; 
it gives them materials to work on and suggestions of how 
to work, but it is in the class that he is to drive home the 
truths which his lecture furnishes. The informal inter- 
change of ideas, the rubbing of mind with mind, often does 
more than anything else to draw out and develop the 
thinking powers of the student and secure permanence to 
results. While University Extension canpot for the pres- 



3IO UNIVERSITY EXTENSION. 

ent at least hope to furnish to its students all that is included 
under the term " a liberal education," still it can and should 
in its class work cultivate the mental powers of concentra- 
tion, distribution, retention, expression and judging, powers 
which President Gilman in a recent article has shown lie at 
the foundation of every liberal education. 

JOSIAH H. PENNIMAN. 
University of Pennsylvania, March, i8g2. 



THE EXTENSION WORK OF THE UNIVERSITY 
OF WISCONSIN. 



N the catalogue of the University of Wisconsin for i 

appeared these words : " It is no more impracticable 
to extend the popular range of University education thars 
to extend the sweep of the University courses. It cars, 
scarcely be more propheticto contemplate the higher edu- 
cation of the masses to-day than it was to look forward to: 
the common education of the masses a few centuries ago.. 
* * * There has recently been a very significent move- 
ment in this direction in England known as " University 
Extension," the salient feature of which lies in carrying 
forth to the people the instruction of the University by the 
means of lectures and local organizations. It is an effort 
to render available to the masses certain elements of the 
higher education. 

" Some features of the English system are impracticable 
for us at present but the University of Wisconsin has inde- 
pendently become a pioneer in an analogous movement^ 
that may in its full organization and development, be not 
less conducive to the common end sought. This em- 
braces two co-operative phases : First, original investiga- 
tion and experimentation for the purpose of discovering: 
and proving new truths ; and second, a series of publica- 
tions and a system of local professional institutes, by 
means of which certain available aspects of the latest 
knowledge are communicated directly to the people. In 
other words, advanced knowledge is developed and pre- 
pared expressly for the people and conveyed directly to* 
them. The effort has its manifest limitations, but thus far 
ha 5 proved eminently satisfactory. It is to be remarked 



312 UNIVERSITY EXTENSION. 

that the line in which this has been chiefly developed is 
that in which previous educational effort has proven least 
successful — that of agriculture. The system as here de- 
veloped consists of a co-ordination of agricultural exper- 
imentation and Farmers' Institutes." 

These words of President Chamberlain may be supple- 
mented by the comment of Charles Dudley Warner in 
Harper's Magazine for April, 1888. " Wisconsin is work- 
ing out its educational ideas on an intelligent system, 
and one that may be expected to demonstrate the full value 
of the popular method — I mean a more intimate connec- 
tion of the University with the life of the people than 
exists elsewhere. * * * The distinguishing thing, 
however, about the State University is its vital connection 
with the farmers and agricultural interests. * * * j 
know of no other State where a like system of popular in- 
struction on a vital and universal interest of the State, 
directed by the highest educational authority, is so per- 
fectly organized and carried on with such unity of purpose 
and detail of administration ; no other in which the farmer 
is brought systematically into such direct relations to the 
University." 

Although Wisconsin has, during the past year, devel- 
oped University Extension of the English type on an ex- 
tensive scale, as will be shown in a later part of this article, 
it is evident that her system of Farmers' Institutes above 
mentioned is of such importance that it requires prelimi- 
nary attention. This is her original contribution to Uni- 
versity Extension. Wisconsin is predominantly an agri- 
cultural State and a State in which there is a very large 
proportion of foreign-born citizens. Therefore, whatever 
is of service in fostering the interest of the farmer and 
bringing to him the higher educational influences is of 
peculiar importance in this State. 



EXTENSION TEACHING IN WISCONSIN. 313 

The Farmers' Institutes seem to have originated in 
the conversation of the late Hiram Smith, a regent of the 
University, a practical farmer and public-spirited citizen. 
Suggestions dropped by him resulted in the drafting of a 
wise bill by Charles E. Estabrook, recently Attorney-General 
of the State, and this bill became a law in 1885. Under the 
law as it exists at present the University is given ;^ 12,000 
annually for conducting Farmers' Institutes, which are 
managed by a superintendent (Mr. W. H, Morrison), who 
is employed as any other member of the faculty, and has 
his office in the Agricultural Building on the University 
grounds. These institutes are held at various parts of the 
State throughout the winter months. About sixty regular 
institutes are held annually, at as many places, each lasting 
not less than two days. The University, through its super- 
intendent provides four instructors for each institute, one 
of whom is usually some professor or instructor from the 
Agricultural Department, the others being selected from the 
intelligent practical farmers who have achieved marked 
success in some special line of agriculture. Besides the 
speakers furnished by the University, persons selected by 
the local committee assist, and free participation is encour- 
aged on the part of all who attend. No political or relig- 
ious questions are allowed. The day sessions are made as 
practical as possible. The University experts bring the 
fruit of their researches to the practical farmers, and in this 
way the most recent additions to agricultural knowledge 
are placed directly before the people and made available for 
their local needs. The evening sessions are given to such 
subjects as public school education, travel and other ques- 
tions of common interest. The subject of better roads, 
for example, is beginning to receive much attention at the 
institutes. Lectures have been given by the professor of 
English literature on the agriculture of Holland, and Presi- 
dent Chamberlin frequently addresses these farmers' meet- 



314 UNIVERSITY EXTENSION. 

ings. The attendance varies from fifty, in very poorly attend- 
ed meetings, to fifteen hundred in the best attended ; but the 
usual attendance is from two to four hundred. It is not an 
unknown thing for a farmer to walk twelve miles to one of 
the institutes. Stimulated by the system, independent local 
organizations have been formed in many cases, which with 
assistance from Superintendent Morrison, hold institutes in 
addition to the sixty regular sessions. The Milwaukee 
Sentinel diwd the Milwaukee Journal have special corre- 
spondents to report the sessions of these institutes. 

Each year at the closing meeting special preparation 
is made, and all of the papers and discussions are gathered 
up for publication in the annual Institute Bulletins, thirty 
thousands copies of which are printed and distributed 
gratis. In this connection it should be noted that the agri- 
cultural experiment station conducted by Professor Henry 
sends out fifteen thousand copies of its annual report, and 
four quarterly bulletins of ten thousand copies each. The 
station has a mailing list of eight thousand Wisconsin 
farmers. By this means the University brings its work 
directly to the farmers. The improvement of the agricul- 
tural condition of the state effected by the University in 
thus extending its activity is remarkable. Many cases can 
be noted in which the industries of communities have been 
changed from unprofitable grain raising to horticulture, 
dairy farming, etc., with accompanying prosperity and a rise 
in land values. It is not too much to say that the rapid pro- 
gress made by the State in the direction of dairying, horti- 
culture and improved stock raising, is in no small degree 
owing to the work of the Institutes. The farmers are be- 
coming more intelligent and more prosperous. They par- 
ticipate freely in the discussions, they learn self-help and 
co-operation at th^ same time, and become interested in 
public concerns. 



EXTENSION TEACHING IN WISCONSIN. 315 

As yet the full possibilities of the Institutes have not 
been realized, however. With increased means, and with 
the training of instructors who shall be at the same time 
scientific and popular, it is believed that the University can 
do even more effective work in the purely practical meet- 
ings of the Institutes. As yet its connection with the even- 
ing sessions has been far too limited. When the University 
shall be ready to offer to the farmers who attend these 
meetings, " education not only as a means of livelihood, 
but as a means of life " as well, then this great popular 
organization, extending to every part of the State, and 
reaching classes greatly needing such influences, will prove 
of inestimable service. There is in this machinery a means 
for exercising a most quickening and elevating influence 
upon the village life of the State, and for carrying irrigating 
streams of education into the arid regions of the State. 
That the time for this work is near at hand is shown by the 
success of the University Extension work of the English 

type. 

It was not until the present year that this side of Uni- 
versity Extension work was entered into systematically by 
Wisconsin, but the germs of the movement had existed for 
some time. There had been, of course, many lectures given 
about the State by individual members of the faculty, and 
work had been done closely allied to the Extension move- 
ment. In January, 1888, the Contemporary Club, of Madi- 
son, acting on the suggestion of the late William F. Allen, 
professor of history in the University, arranged a course of 
free lectures upon the history of the Northwest. The list 
of lecturers included six historical investigators of Madison; 
two of them, Professor Allen and the vv/iter, were of the 
University faculty, and one other, Dr. J. D. Butler, had for- 
merly held a chair in the institution. The course was sug- 
gested by the Old South work, of Boston, and the success 
of the course was in a considerable measure due to the 



3l6 UNIVERSITY EXTENSION. 

active interest of Mr. R. G, Thwaites, Secretary of the 
State Historical Society, one of the lecturers in the course. 
A syllabus was distributed, and courses of reading sug- 
gested. The following year a second course upon the his- 
tory of the Far West was given. Of the six lecturers three. 
President Chamberlain, Vice President Parkinson, and Pro- 
fessor E. A. Birge, were of the University faculty. This course 
as well as the first course was afterward given in Milwaukee, 
and calls for it were received from other portions of the 
State. In 1890 a third course was given upon the history 
of Kentucky and Tennessee, and two of the faculty were 
among the lecturers. The movement was eminently suc- 
cessful, and doubtless was instrumental in paving the way 
for the Extension work of the present year. In the winter 
of 1890-91 the writer, who had given Extension lectures 
while a student at the Johns Hopkins University, conducted 
<;ourses of six lectures upon the Colonization of North 
America at two centres in the State. At the close of De- 
cember, 1890, President Chamberlain delivered an address 
before the State Teachers' Association at Madison, upon 
University PZxtension, in which he indicated the intention 
of the University to enter upon the work. The interest in 
the movement was increased by the address of Dr. H. B. 
Adams, of the Johns Hopkins University, before the State 
Historical Society two weeks later upon the Higher 
Education of the People. 

At the opening of the academic year in 1891 the 
University issued circulars offering lectures by ten mem- 
bers of the faculty. The unit lecture course was made to 
consist of six lectures. Upon completing the course and 
the required reading, and passing a satisfactory examina- 
tion, candidates were promised certificates entitling the 
holder to credit equivalent to one hour a week extending 
through one University term. The fee demanded was sixty 
dollars and the expenses of the lecturer (that is, ten dollars 



EXTENSION TEACHING IN WISCONSIN. 317 

a lecture and expenses). This small charge was chosen in 
order that the smaller towns might not be cut off. The 
local centres were required to supply the hall and pay the 
expense of furnishing the syllabus to the entire audience. 
The cost of these ranged from five to ten dollars per course. 
The syllabi were carefully prepared with bibliographies, 
topics for reports, etc. Applications were considered from 
any suitable local organization. In many cases special 
Extension societies were formed. In the larger cities this 
was the usual organization. In Milwaukee the movement 
was particularly well organized, largely through the influ- 
ence of Mr. R. C. Spencer, working through the People's 
Institute. The courses were guaranteed by prominent 
citizens, and nine courses were given there. 

The following list shows the courses offered by the 
University of Wisconsin and the number of centres at 
which each lecturer gave courses : Physiology of Plants, 
Prof. Barnes, two ; Bacteriology, Prof Birge, six ; English 
Literature, Prof. Freeman, seventeen ; Electricity, Dr. 
Loomis, two ; Scandinavian Literature, Prof. Olson, two; 
Economics, Prof. Parkinson, three; Landscape Geology, 
Prof. Salisbury, seven ; Antiquities of India and Iran, Dr. 
Tolman; American History — Colonization, Prof. Turner,, 
eight; Greek Literature, Prof. Van Cleef. 

From this it appears that at the present writing forty- 
seven centres have been visited. Thirty-four cities are 
represented in these centres, five cities having taken two 
courses, and one (Milwaukee), nine. Invitations from 
twenty-four other cities were declined owing to the impos- 
sibility of meeting the calls. Of the invitations declined 
four came from Chicago, and three others from points m 
Illinois, two from Iowa, one from Minnesota, and one from 
Indiana. In all, seventy-eight centres, representing sixty- 
three communities, applied for courses. It is well under 
the mark to estimate that over seven thousand five hundred 



3l8 UNIVERSITY EXTENSION. 

people listened to the Extension courses offered by the 
University this season. The audiences ranged from six 
hundred to thirty-three (a class of physicians), but the 
usual audience was about one hundred and seventy-five. 

The class work is difficult to determine in figures. 
The centres were organized contemporaneously with open- 
ing the courses in the respective places, and there has been 
difficulty in getting a systematic class organization and in 
securing text-books as well as in library facilities. As nearly 
as can be ascertained between fifteen arid twenty per cent, 
have done regular reading in connection with the courses. 
The number reporting for examinations is much smaller, 
but since many of the courses are still in progress figures 
on this point are not available. In most of the centres the 
majority of the audience (in several cases the entire audi- 
ence), remained to the class exercise, and the most lively 
interest was shown. But the number of those who took 
active part was somewhat limited. It has proved impracti- 
cable to secure oral responses to questions in class with any 
freedom, although one lecturer, Prof Salisbury (Geology), 
had classes whose members answered questions as would a 
college class. The classes asked questions freely, and 
handed in written papers where these were asked, but this 
side of the movement was not urged as it will be next year, 
owing to the impossibility of correcting a large number of 
papers and attending to the regular University duties. 
Next year the class work should be more carefully differ- 
entiated and organized. Doubtless the size of the class in 
many cases deterred persons from asking and answering 
questions. The University authorities are considering the 
advisability of requiring, next year, a perfected class organi- 
zation as a first step toward securing an Extension course 
from one of the faculty. 

The places visited vary in size, from Milwaukee, with 
a population of over two hundred thousand, to Poynette, 



EXTENSION TEACHING IN WISCONSIN. 319 

with a little over six hundred. The latter place, a country 
village, supplied an audience of two hundred people. At 
least two other committees visited had a population of less 
than seven hundred. Five places had a population of under 
one thousand ; ten, between one thousand and five thou- 
sand ; four, between five thousand and ten thousand, and 
eleven above ten thousand. Owing to the fact that lectures 
•could be given on but Friday and Saturday evenings, as a. 
rule, the remoter parts of the State were not much visited. 
No active efforts were made to secure calls ; the movement 
was so spontaneous and urgent that the faculty were unable 
to meet the demands made upon them. In most cases the 
expenses were met by the sale of tickets by local organiza- 
tions. In seven centres admission was made free, the ex- 
penses being met by private subscriptions. Very slight de- 
ficits are reported in three centres, but in many cases a 
considerable surplus remains to be applied to libraries, or 
used as a fund for Extension work next year. In some 
cases the sale of tickets for one course nearly covered the 
expenses of a second course. Two or three cities, notably 
Milwaukee, secured free transportation for the Extension 
lecturers ; in other cases the expense fell upon the centres. 

The character of the audiences has been complex. 
They have included business and professional men, city 
teachers, advanced pupils of the schools, and citizens gen- 
erally. Although, as a rule, the majority of the audience 
is made up of women, yet there is not so great a dispropor- 
tion as in the usual church congregation. The working- 
men have not been well represented. It will, perhaps, be 
necessary to offer specially adapted courses to meet their 
wants. Twelve of the courses were given in cities where 
the audience was in part composed of college or normal 
school students. 

Some other features of the Wisconsin system remain 
to be mentioned. There is in connection with the Univer- 



320 UNIVERSITY EXTENSION. 

sity, and sustained in part by the State, a summer school, 
, primarily for teachers. The sessions of this school are 
held in the Science building of the University during the 
month of July, and the laboratories and library of the 
University are open to the students. The school has now 
been in existence five summers. At its last session a 
faculty of eight instructors, chiefly selected from the Uni- 
versity faculty, gave instruction in psychology, pedagogy, 
. Latin, zoology, English literature, botany, chemistry, 
physics, and history. A fee of five dollars was charged to 
students from the State ; to others the charge was ten dol- 
lars. The attendance reached about one hundred and fifty. 
As yet no organic connection exists between Extension 
work and the summer school ; but the propriety of such a 
connection is so manifest that the union is doubtless only a 
question of time. The sessions of the school immediately 
preceed the meeting of the Monona Lake Assembly at 
Madison, which is attended by thousands of visitors. A 
connection between the Extension work of the University 
and this encampment will probably be brought about in the 
near future. The well known beauty of the lakes of Madi- 
son — Sir Edwin Arnold has lately made us his life long friend 
by saying that Madison is the most beautiful city in the 
Union — and its libraries, aggregating over two hundred 
thousand volumes and pamphlets, point the city out as the 
future centre of the summer Extension work in the North- 
west. The University also conducts a series of Saturday 
afternoon lectures by members of the faculty and prominent 
citizens of the State, which are largely attended by the 
townspeople. 

Certain problems have been presented to the Univer- 
sity by its' work this year. One of the most perplexing of 
these relates to the teaching staff for next year. The pro- 
fessors who gave courses tjiis year were, on the whole, 
chosen from among the ablest members of the faculty, and 



EXTENSION TEACHING IN WISCONSIN. 32 1 

many of them were among the most experienced class-room 
instructors, and knew how to present a subject in a way 
both scientific and popular. They have given freely of 
their time and energy this year in order to give the move- 
ment that successful start which its importance seemed to 
them to demand. It is obvious, however, that the work has 
grown so that they will be unable, without assistance, to 
meet the demands of next year without detriment to their 
original investigations, if not to actual class-room work. 
President Chamberlain, in his first address upon the subject, 
foreshadowed this difficulty and indicated the probability 
that a staff of special Extension lecturers would be needed. 
But here some questions arise. Will the public continue to 
give the same hearty support to the work when the well- 
known members of the faculty begin to retire in favor of 
the special lecturers ? Will these lecturers be able to con- 
tinue the distinctive University tone of the work, unless 
they are men equal in equipment to the present body of 
lecturers and unless they do instructional work in the Uni- 
versity itself? Where is this corps of lecturers to be ob- 
tained ? ' In answer to the first question, it is to be said that 
it is not proposed to create an entirely new force next year; 
the new men will be chosen to lecture on the subjects that 
have proved so popular that the present faculty are unable 
to supply the demand. Moreover, the added attention that 
the special men will be able to give to class work, organiza- 
tion, and so forth, will in part compensate the disadvantages 
of their not being known at first. In answer to the second 
question, it is hoped that bright and well trained young men 
can be secured who will be competent to do instructional 
work at the University and Extension work at the same 
time. The season of Extension work is so short that they 
would be left a considerable part of the year to do investi- 
gation and advanced study. The University has already a 
system of fellowships which seems hkely to afford material 



3^3 UNIVEKSITY EXTENSION. 

for the Extension work. The fellows are required to do one 
Iiour a day of instruction in the University. At the end of 
two years they have frequently been chosen as assistants in 
the University or in other colleges. No doubt some of the 
-future Extension staff will be recruited from the men who 
have held fellowships and have been trained under the eye 
of the faculty. The University's new School of Economics, 
Civics and History, under the direction of Dr.Richard T.Ely, 
will start next fall with a considerable body of graduate stu- 
dents, some of them former college instructors, or advanced 
graduate students. This school will also furnish some of the 
future Extension lecturers. A special field for those who have 
completed post-graduate study has been suggested by Presi- 
dent Chamberlin in his address before the State Teachers' 
Association, previously mentioned. He suggests the ques- 
tion : "Would it be practicable definitely to supplement the 
high school course by systematic courses conducted on the 
University Extension plan ? The suggestion is that a series 
■of special lecturers, equipped in two or three particular 
lines, should form circuits of adjacent high schools and give 
their courses weekly in immediate connection with them, the 
teachers and the older students forming the definite working 
nuclei of the classes, but drawing in as many adult citizens 
as practicable, the course to be given in the evening, and 
made as broad and open as may be. If a few of the branches 
that can least well be taught in the high school be selected 
.and treated in this way, the high school work could be con- 
rcentrated upon the branches deemed most important and 
available. Without doubt, a course of twelve lectures, 
accompanied by collateral reading and discussions, handled 
by an expert, would be more effective than twelve weeks in 
a text-book, taught without special preparation, equipment 
or adaptation. On the whole, this system would doubtless 
fbe more economical when results are considered. 



EXTENSION TEACHING IN WISCONSIN. 323 

This suggestion is certainly worthy of careful consid- 
eration by students of Extension development. In another 
way President Chamberlin has proposed to utilize Exten- 
sion work. By a rearrangement of the courses of the 
University of Wisconsin the " group system " of studies 
has been adopted, giving the student opportunity to spe- 
cialize along a few lines of related studies after a year of 
broader preparation. In connection with this a requirement 
has been made that each department shall offer a series of 
' " synoptical lectures," upon its subject calculated to give 
the student an insight into the methods and vital features 
of the various departments of study. Each group student 
will be required to take a specified number of these synop- 
tical lectures which are also open to the public. The plan 
will begin next year. So far as the writer is aware this in- 
corporation of the University Extension idea into the Uni- 
versity itself is a new plan. It is regarded by President 
Chamberlin and the faculty as experimental, but it is hoped 
that by this means, or by some modification, students who 
specialize their work may not lack general acquaint- 
ance with a wider range of studies. Of course, even 
within the group system, it is not proposed to narrow the 
work unduly. To the first year students the " synoptical 
lectures " will be helpful in that they afford an opportunity 
for determining more understandingly the choice of 
^'groups." 

The University is affiliated with the Chicago Society 
for University Extension and with the Chautauqua move- 
ment, but so far it has found itself so fully occupied in its 
own field that it has been unable to supply lectures to these 
allied organizations. The policy of the University is to 
recognize its primary duty to the people of Wisconsin, by 
discovering new truth, and rendering it available, indirectly, 
by the instruction of University students, and directly, by 
^iA Dublications, and by operating through the various 



324 UNIVERSITY EXTENSION. 

organs of the Extension movement in the State. At the 
same time it throws open its fellowships to national compe- 
tition, and its graduate schools seem likely to be attended by- 
students from all parts of the Union. It is obvious that 
Wisconsin has the materials for an original and complete 
system of University Extension, The Farmers' Institutes 
enable the University to reach a most important field, not 
so well reached by any other university. Her Exten- 
sion movement of the English type has been remarkably 
widespread and successful. When the two movements 
are brought into closer relationship, and the summer 
school work placed in organic connection with them, the 
University will have a system peculiar to itself To sup- 
ply the teachers for this movement she must train fellows 
and the students of her graduate schools. For the present 
year she has to report the opening of a work the interest 
in which has surprised even the most sanguine friends of 
the movement. " The great results of the Extension 
effort," declared President Chamberlain before the work of 
the year opened, " are to come not so much from what is 
actually taught and learned as from the spirit of inquiry 
and the habit of thought and study which it will promote." 
Judged by this test, the University feels that it has met 
with gratifying success. For the coming year there is the 
task of developing more systematic, organized class-work, 
stimulating the foundation of the much needed town-libra- 
ries, and co-ordinating the various branches of the Exten- 
ment movement in Wisconsin. 

FREDERICK J. TURNER. 

University of Wisconsin, March, j8g2. 



UNIVERSITY EXTENSION WORK IN 
MATHEMATICS. 



/^\UR English friends who are interested in University 
^"^ Extension work always express surprise when they 
hear of our classes in mathematics. In England no work 
of this kind has been done, while here it is eminently suc- 
cessful. 

In January, 1891, the writer had the pleasure one 
evening of meeting about thirty young men, to organize 
with them a class in mathematics for which they had ap- 
plied to the American Society. The most serious practical 
difficulty that presented itself was the want of uniformity 
in the preparation of the proposed students. After talking 
the matter over informally it was decided that the course 
(of twelve lectures) should be upon logarithms and trig- 
onometry, with such applications to mechanics as the time 
permitted. As the audience was to be composed almost 
entirely of young men in draughting offices, or connected 
in some way with the engineering professions, a sufficient 
knowledge of algebra and geometry for the purposes of 
such a course could be presupposed. 

The opening lecture was attended by about one hun- 
dred and fifty persons. Of this number one-third consisted 
of those who had come merely out of curiosity to see 
how such a course would succeed, or of those who 
found that the work was too advanced for them. This 
left about one hundred who took up the work in 
earnest. Among these was a small proportion of teachers 
and of those whose taste for mathematical study was their 
motive for attending. For the benefit of those unprepared 
for the trigonometry course a more elementary one in 
algebra was started at another centre under Prof. George E. 



325 



326 UNIVERSITY EXTENSION. 

Fisher, of the University of Pennsylvania, and was very 
successful. 

More than half of those who started in the trigonometry 
course persevered to the end, the average attendance being 
about seventy-five. An average of twenty-three written 
exercises upon each lecture was received ; and the attend- 
ance at the examination was twelve, of whom eleven passed. 
VVhen it is borne in mind that the ground covered in this 
course was the same as that covered in the colleges in a 
course of fifteen weeks, three hours per week, and that the 
examination was as thorough a test as those held in the 
colleges, it is readily seen that no little hard work was done 
by the students. The comparatively small attendance at 
the examination does not indicate the proportion of the 
class who could have passed it. The writer is personally 
aware of a number of others who might have passed had 
they chosen to attend. 

This same course was repeated this winter, and met 
with the same success. The average attendance, number 
of weekly exercises and attendance upon the final examina- 
tion were all about the same as in the first course. It may 
be remarked, however, that in this year's course the attend- 
ance was slightly less at the commencement, but the propor- 
tion that continued to the end was greater. 

The field that has thus been opened by the American 
Society should be cultivated further. By courses in math- 
ematics and in engineering young men who have been 
denied a technical education can be brought in touch with 
the same men from whom their more fortunate fellows re- 
ceive their training, and thus be put in a position to profit 
by the literature of their several subjects, much of the best 
of which is sealed to the man without a knowledge of 
mathematics. That such men are eager to avail themselves 
of privileges thus offered has been amply demonstrated. 

EDWm S. CRAWLEY. 
bnivers-'ty of Pennsylvania, March 21, i8g2. 



AN UNKNOWN QUANTITY AND ONE POSSIBLE 

VALUE. 



f^O one can do much work in the University Extension, 
(^ movement without becoming greatly interested in its 
future. It may or may not be the great intellectual evan- 
gel of the age, of whose potentiality "the half has not 
been told," as some of its zealous prophets proclaim. It ma}' 
take a turn very different from any now foreseen, and lead 
to forms of educational activity unlike any yet devised. Its 
present methods may be quite ephemeral, and rriany of its- 
present aims may be painted with rainbow hues by a hope 
that after all will prove futile. However all this may be, I 
at least am convinced that there is an idea at the heart of 
the thing which is substantial and is endued with no ficti- 
tious vitality. To get at this idea — to discern the fleeting; 
from the enduring — to materialize in permanent form this 
essential something which now seems, perhaps, somewhat 
nimbous ; this is the problem that now confronts educa- 
tional workers in University Extension. 

That the movement in its present shape is a problem, 
and not an assured fact, some will deny. But that a prob- 
lem it is, I am confident will be admitted before long if not 
now. 

True, great things have been wrought in England! 
True again, under the impulse of the English idea numer- 
ous centres have sprung up in this country. But all this 
proves little. It is time and results that tell. English 
ideas, or German ideas, or French ideas transferred 
without change to American conditions of life and 
work are not always lasting or greatly fruitful. We 
have tried them all. We have been, perhaps, a trifle 



328 UNIVERSITY EXTENSION. 

over-imitative in all sorts of ways. We have been content 
to take our military tactics now from France, and now from 
Germany, as the varying changes of European war might 
dictate ; thus at one time the red-legged zouave, and again 
the spike-helmeted Prussian was our model. We have 
been eager to get the cut of our clothes from Paris or from 
London as whims might vary. Just now, in most educa- 
tional matters, it is the German fetich that absorbs us. But 
in reaching the masses with culture our copy at present we 
find where our dandies look for theirs — in London. 

All this is natural, and to an extent wholesome. Our 
readiness to admire what others have done and to copy 
foreign excellencies is doubtless an amiable trait, and is 
perhaps incidentally an index of cosmopolitanism rather 
than provincialism of national character. 

Still, anything really lasting and permanently valuable, 
I suspect will be likely to take on American forms. In 
the heat of real war in 1861 we forgot most of our aping 
of Europe, and, perforce, evolved a system quite our own, 
a id tolerably effective, too, maugre Lord Wolseley's sneer. 

We are going to have universities genuinely American, 
not pale copies either of Oxford or Heidelberg. When 
we have groped our way to something substantial in Uni- 
versity Extension, it is perhaps not unreasonable to expect 
that as a resultant of American conditions it will have a 
peculiarly American shape. 

University Extension, as it is now, may be analyzed 
into a variety of elements. 

In the first place, there is genuine work of university 
character which many are doing. This is a thing to be 
seized at once as of prime value. 

Then there is the mere lecture element — the old 
lyceum platform renewed. An instructive lecture is help- 
ful, doubtless is by no means to be despised. Still it 
does seem to me that one vice of the English Extension 



AN UNKNOWN QUANTITY. 329 

method is the prominence of this pernicious lecture system 
— pernicious, I mean, as a principal means of instruction. It 
may be questioned whether the main benefit of that 
mediaeval system does not after all accrue to the lecturer. 
In the present case there is the additional danger of the 
trend to a mere " popularizing " of knowledge, to convert- 
ing the thing into the maximum of lecture and the mini- 
mum of individual work, to a mere "jug-filling" process. 

In the third place, there is in some respects a practical 
identity with the Chautauqua system. Now I imply no 
criticism on that work. It has a place and a value of its 
own. But whatever it is, it is distinctly not University 
Extension. It is sufficiently and efficiently filling its own 
field. There is no occasion for trenching on its ground. 

Another phase is an especial mission to the laboring 
classes ; to manual laborers, that is. Too much cannot 
be done to open to them opportunities for broadening the 
mental horizon. Whether we have hit on the most practi- 
cal way of reaching and helping them is perhaps open to 
question. But they can be reached and helped, and there 
is no part of the future of education in our country more 
grave in its import, and I am inclined to add, more hopeful 
in its outlook than just this. If University Extension 
evolves a practicable method for doing only this work the 
system will justify its existence without any other result at 
all. 

Partly in this connection it seems to me that we may 
now reach solid ground — that we have a solution that gives 
at least one value of the unknown quantity. 

We have in America what England has not, a great 
system of free public secondary schools. They belong to 
the people. To make their usefulness as wide as possible 
should certainly be our aim. I do not see why a large part 
of the ends that University Extension has sought in Eng- 
land may not be realized much more easily and fruitfully 



230 UNIVERSITY EXTENSION. 

in this country by extending the high school system so as 
to put it in reach of great classes to whom it is now alto- 
gether unavailable. 

This can be done in many cities and towns by pro- 
viding for evening sessions. Perhaps in most cases two 
evenings in the week would suffice. The plant is at hand 
— building and apparatus. The additional cost of instruc- 
tion and care would not be very great. A reasonable ad- 
justment of curriculum would multiply the value of these 
great public educational advantages many fold. 

What has been accomplished in St. Paul, Minnesota,, 
during the present year, will illustrate the possibilities I 
have in mind. 

The evening sessions of the high school occur on 
Tuesday and Thursday of each week, from 7.30 to 9.30. 
Classes are formed according to the demand and also with 
reference to the fitness of applicants in a variety of subjects. 
As I glanced at the program board in the main hall of the 
St. Paul school a few nights since, I noticed that classes 
were busy with free-hand drawing, English literature, alge- 
bra, geometry, French, German, elocution, arithmetic, 
grammar and composition, penmanship, book-keeping, 
mechanical drawing, manual training, stenography and 
type-writing. All this is work of the same quality in every 
respect as that in the day sessions. 

The number in attendance at the evening classes is 
between three and four hundred. The number attending 
the day sessions is about a thousaad. 

These evening workers are of various classes of people, 
all, or nearly all, actively engaged during the day in self 
support. There are teachers, dressmakers, salesmen, book- 
keepers and mechanics of several sorts. The last are es- 
pecially eager to avail themselves of facilities in mathe- 
matics, drawing and manual training, thus increasing their 
efficiency as wage earners. Teachers seek to extend or 



AN UNKNOWN QUANTITY. 33 1 

freshen their knowledge in such ways as seem desirable. 
All are zealously at work. 

By reason of the maturity and earnestness of these 
evening students, their instructors are enabled to accom- 
plish with them in two evenings on the whole quite as 
much as with younger ones in a full week. 

I am inclined to think that this is something solid. It 
seems to me to open the doors of education to many people 
to whom they have been closed. It will at once be seen 
that it may easily pave the way to higher work, thus per- 
haps, reaching that articulation with real University Exten- 
sion that the day high school and academy do with the 
regular university classes. 

It has other bearings of no little significance on which 
it is not necessary to linger now. One point, however, is 
certainly worthy of attention — a point of especial interest to 
the high school itself There is a feeling in some quarters 
that this great system of public secondary education is after 
all rather limited in the reach of its benefits. Would not 
such an extension as above suggested materially lessen this 
adverse sentiment by minimizing the reason for it ? 

At all events, in the high school system we have a 
great advantage over our English friends for the extension 
of solid study in evening classes. The mechanism is at 
hand,' Why not use it? 

HARRY PRATT f UDSON. 
University of Minnesota, March, i8g2. 



NOTES. 

A generous gift of ^^50.00 has been received from an English " well- 
wisher" of University Extension in America. The sum is to be devoted 
to the assisting of needy students. 

Mr. E. P. Brent is the chairman of the Extension centre recently 
formed in Oglesby, 111. The lecturers are drawn from the Chicago Society, 
and the first course of lectures is being given now by Professor Charles W. 
Pierson, of Northwestern University. 

The Oxford University Extension work has doubled in amount since last 
summer. In the year ending August 31, 1 891, one hundred and ninety-two 
courses were delivered under the supervision of the delegates. During the 
present winter three hundred and ninety-four courses are being given. The 
increase, which is almost wholly in scientific courses, is chiefly due to the 
County Council grants. Since the Oxford delegates recommenced their work 
in 1885, ijOiS courses of lectures have been delivered under their supervision, 
and it is estimated that 100,000 persons have attended these lectures. 

The Oxford University Extension Gazette for March says that the efforts 
of Melbourne University have been the means of bringing hundreds of men 
and women, during the last four months, under the systematic influence of 
University teaching. The cordial reception given to the lecturers, the success 
of the financial operations of the local centres (resulting in nearly all cases in 
a surplus, which is entirely at the disposal of the local committee), the ex- 
pressed determination of the centres to repeat their efforts at the earliest oppor- 
tunity, all mark the great appreciation evoked by the movement. Among the 
lecturers are Professor Marshall Ward, Professor Jenks, Professor Tucker, 
Rev. E. PI. Sugden, Dr. Dendy, and Mr. Arnolds Tubbs. 

Interest in University Extension has become so widespread and 
the circulation of this magazine increased to such an extent that it was found 
possible to reduce the yearly subscription, commencing with the March issue, 
to one dollar and a half. In answer to many demands, arrangements have 
been made for the reprinting of the first volume, ending with the June number, 
in substantial full cloth binding. The orders already received have justified the 
offering of this volume at one dollar, postpaid. Those desiring copies should 
send immediately, as the edition is limited. The volume will contain over 
four hundred pages, and will be, in fact, a complete handbook of the move- 
ment, giving clear explanations of the various elements of the system, with 
full reports of the results reached so far in the development of the work in 
America and abroad. 
33« 



NOTES. 333 

In the Nineteenth Century for February Mr. Churton Collins says of 
University Extension : " There is everything to justify the belief that its 
progress during the next few years vi^ill be on the same scale as its progress 
during the last few years, and that at no great distance of time every town and 
every considerable village in the country, from Berwick to Penzance and from 
Monmouth to Hull, will be linked with the Universities, and will be receiving 
instruction of an academic standard from academic teachers. The work has 
grown, not in extent and popularity only, but in seriousness and solidity. . . . 
That the lectures are " merely popular " is a misrepresentation which may 
be easily corrected by an appeal to the report of the examiners in the various 
subjects. That lectures on Dante have been followed by classes for the study 
of Italian, and lectures on Homer by classes for the study of Greek, is at once 
an illustration of the ends at which these lectures aim, and the energy and in- 
telligence of the students to whom they are addressed.' 

The experience of the past year has taught many lessons as to the various 
needs of Extension teaching in America. Of all these none is more evident 
than that of suitable books to be used in connection with the different subjects 
of instruction. The syllabus, which has been evolved in connection v/ith 
this system, has become an absolute essential. But the syllabus is necessarily 
short, and even when concise and well written, must inevitably omit much 
that is needed by one who is following the particular course. It must, more- 
over, be in a sense a summary not of the subject, but rather of the lectures on 
which it is based, and thus it is measurably unfitted for the use of any other 
lecturer. In order, then, to have a general reference book on any subject for 
the use of all Extension students there must be at once an amplification and 
modification of the syllabus. Such a manual, however, embracing the funda- 
mental idea of the syllabus, will, thus modified, differ even more from the ordi- 
nary text-book than from the syllabus. To perform, therefore a certain func- 
tion in Extension work a special manual must be prepared by one who is not 
only thoroughly competent in the particular field, but who is a master of all 
the details and needs of Extension teaching. These consideration have led 
the American Society to decide on the preparation of a series of University 
Extension manuals which will be edited under its direction and issued by a 
leading publishing house. 

The Franklin Repository ^ of Chambersburg, Pa., says of the first Exten- 
sion course just closed in that town : " It is impossible at present to calculate 
the extent of the influence this movement has exerted in our midst. It has 
been beneficial to every member of the centre, even those who have merely 
listened to the lectures, while to those who have given it the proper thought 
and study it has been of untold benefit. It has stirred up in all a greater ad- 
miration, a greater love for those English authors who have been discussed. 
And has it not increased our love for English literature generally ? People 
are apt to fall into a habit of neglecting their reading. They do this uncon- 



334 UNIVERSITY EXTENSION. 

sciously and involuntarily. This was the case among a great many of us here. 
Our reading was neglected. Our books were lying on their shelves gathering 
dust and mould ; books that contained inexhaustible treasures of thought and 
information that had never been brought to the light of day, or, if they had, 
were, like the books, gathering dust and mould on sonie forgotten shelf. The 
University Extension movement has brought about a new state of affairs in 
Chambersburg. The books have been taken down and are being diligently 
searched for their treasures. This is the case with the members of the centre. 
But they are mingling with those who are not members, and, like * the little 
leaven, which leaveneth the whole lump,' are extending the influence. We might 
almost call it a renaissance in Chambersburg." 

The Philadelphia Local Board of the American Institute of Sacred Liter- 
ature has affiliated with the American Society for the Extension of Univer- 
sity Teaching, and courses of lectures are being given on a variety of Biblical 
topics. There are already two classes in New Testament Greek in successful 
operation, one for beginners and one for more advanced students. There is 
also a course in elementary Hebrew. It is a very gratifying sign of the times 
that even the laity, especially the women, are showing a desire to read their 
Bibles in the original tongues, but the course of lectures on the English 
Bible appeals to the largest number of people. The desire of the lecturers is 
to present in a popular and intelligent manner the results of the latest re- 
searches in Biblical study. It is difficult even for specialists to keep abreast of 
the discoveries that are being made and of the results of fresh inquiry, and 
the great mass of busy people can only hope to obtain these results from 
such courses as are offered. The Rev. Prof. John P. Peters, Ph. D., has finished 
six lectures on the poetry of the Old Testament, and later on in the season 
he will give another course on the development of Messianic prophecy. 
President W. R. Harper, of the University of Chicago, has given a course of 
lectures on the divine and human element in the early chapters of Genesis, being 
an introduction to the study of the burning questions about the Pentateuch. 
The Rev. Prof. A. Spaeth, D.D., will give a timely course, especially im- 
portant to Sunday-school teachers on the beginnings of the Church, on the 
basis of the Book of the Acts. 

M^. Halford J. Mackinder, of Oxford, who is lecturing to large and enthus- 
iastic audiences in Philadelphia and neighboring cities, ,has kindly furnished 
the following outline of the Summer Meeting which opens at Oxford on Satur- 
day, July 30th. The studies on which special emphasis is laid during this, 
the fifth Annual Meeting of the Extension students of England, are history, 
literature and economics. On the period of the Renaissance and Reformation, 
lectures will be given by J. A. Symonds, R. G. Moult on, Hudson Shaw, Arthur 
Sedgwick, M. E. Sadler, Bishop Creighton of Peterboro', Halford J. Mackinder, 
and others. The sequence of these courses is a continuation of the lectures 
given last year on the Middle Ages. They will be followed up in 1894 and 



NOTES. 335 

1895 by the study of the seventeenth and eighteenth centuries. In all nearly 
one hundred lectures will be given, and the series will represent, perhaps, the 
best effort yet made in the University Extension system toward sequence and 
thoroughness of study. In science. Professor Burdon Sanderson will give the 
opening address. Work will be continued in the University laboratories 
throughout the month and especial attention given to the study of protoplasm 
not less than half a hundred lectures being given on the subject. Courses 
bearing on theological subjects will be given by Mr. Gore, editor of Lex Mun- 
di, Mrs. Humphry Ward and others. Among the preachers to the Meeting 
will be the Bishop of Peterboro, and Dr. Paget, the new Dean of Christ Church. 
A special feature will be the lectures by Mr. Edward T. Devine and Mr. Henry 
W. Rolfe, of the American Society, on Economics and American Literature 
respectively. It is to be regretted that owing to special local circumstances 
the Summer Meeting cannot be held in 1893. The full programme of the 
Meeting may be obtained from the office of the American Society early in May. 

At the request of leading bankers of Philadelphia, an Extension course has 
been arranged by Professor Edmund J. James, to be given under the auspices of 
the bankers of Philadelphia and the Wharton School of Finance and Economy, 
on " The History and Theory of Money," the first of a series of courses on 
the general subject of " Money and the Mechanism of Exchanged' The 
course is being given by Dr. Sidney Sherwood of the Wharton School, and 
consists of twelve lectures, six on the history of money, and six on the theoiy. 
Many leading financiers have considered the great need of such courses as 
inculcating sounder ideas on the currency. President W. H. Rhawn, of the 
National Bank of the Republic of Philadelphia, who has done such excellent 
service to the country in emphasizing the importance of road-making, is chair- 
man of the committee in charge of the series. This initial course was opened 
on February loth, at the New Century Club, before a large audience repre- 
senting the business and banking interests of the city. The first speaker of 
the evening was Provost William Pepper, who urged strongly the benefits of 
college education as giving a basis for a sound business training. He was 
followed by Hon. William L. Trenholm, late Controller of the Currency, who 
said that if the colleges of the country had been giving for the last fifty years 
such courses of instruction the country would not now be in such imminent 
danger of legislation in behalf of free silver and in opposition to a sound 
monetary system. Mr. Joseph Wharton gave an interesting address on the 
"Unit of Value," and emphasized further the importance of educating the 
public in this direction. The meeting was closed with an eloquent tribute by 
Hon. E. S, Lacy, Controller of the Currency, to the life and public services of 
the late John J. Knox, who, only a few days before his death had written of 
bis-great interest in the course proposed. The bankers of Philadelphia have 
certainly taken a most important step in the protection of all vested interests 
by furthering thus a conception of the true functions of money, and doubtless 
similar courses will be established in other cities. 



336 UNIVERSITY EXTENSION. 

In the February number of Education, President Charles W. Super, of 
the Ohio University, has an article on " Some Pros and Contras on University 
Extension." Preiident Super views the movement very broadly and while 
seeing clearly the dangers that threaten it from certain sides, is an earnest 
advocate of the inherent excellencies of the system. He recognizes that for 
the present the greatest advantage of the movement lies in its power as a 
stimulus to earnest and well-directed reading, and concludes that if it " does 
nothing more than to direct honest inquiries how to read wisely its existence 
will be amply justified." Abundant proof has appeared that the typical 
Extension course has power almost to revolutionize the thinking and th« 
reading of the average community; even in large cities its effect is immediately 
apparent. The head of a public library in one of our leading cities affirms 
that the use of books under his care has largely increased in amount and 
improved in kind as the result of Extension courses. Although this is one of 
the best results of Extension teaching and any Extension course may be fairly 
judged by its influence in this direction, it must not be thought that the 
reference reading in connection with the work is in any case a fixed quantity. 
Many busy men and women have hesitated to follow an Extension course in 
some subject, because of the necessarily small amount of time which they 
can devote to reading, either in preparation for or in continuation of the 
work. Extension lecturers, however, constantly keep this fact in mind and 
so arrange the courses that the benefits of the work may be in exact pro- 
portion to the time it is possible to devote to it and the reading connected 
with a single course may be at the option of the individual, either that of a 
single book or chapter, or of a much more extended character. The follow- 
ing extract from a letter recently received, shows the influence of a single 
Extension course : " Being a teacher, I made myself believe that I could not 
stand much heavy reading in addition to my regular work, and I was really 
getting into such a state of mind, that I could not appreciate anything but 
fiction. It was a burden to me to try to read anythinp solid, but I am glad to 
say that this course in political economy has made me see that heavy reading 
does no harm, and I really enjoy the time I spend on these lines, and mean 
to continue my reading until I have a much better comprehension of the 
tubject." 



University Extension. 



UNIVERSITY EXTENSION IN CANADA AND IN 
ENGLAND 



/^T the stage of University Extension now reached ahnost 
J^ any particulars as to the present prospects of the 
movement in a country where it is new, or reminiscences 
of the work in a country where it is, though certainly not 
venerable, yet well-established, may possibly be offered 
without risk of tediousness or repetition. The writer hap- 
pens to remember the inception of the work at Cambridge 
England, under the auspices of Professor Stuart, whose 
descent (shall we not say) into politics has been deplored 
irrespective of party considerations by many of his admirers, 
who think he filled a unique niche in the temple of Uni- 
versity life, not only by his original way of developing the 
practical side of education amongst under-graduates in the 
well-known workshop, but also from his strong sympathies 
with non- University men and especially the artisans and 
colliers of the north. Some of his friends had a similar 
thought in the case of John Morley. A lady said to him m 
1883 when he was elected for Newcastle — " You may 
become a Cabinet Minister, but we shall h3ve no more 
' Cobdens ' and ' Rousseaus.' " In the case of both these 
gifted men many think that Parliament and the country have 
not gained so much as literature and science have lost. 
Fortunately, though no one man, at Cambridge at leasts 

22 257 



338 UNIVERSITY EXTENSION. 

can claim the whole of Stuart's mantle, perhaps a double 
portion, two-thirds, I suppose, of his ability and all his 
enthusiasm have descended upon Dr. Roberts, who is 
now the Organizing Secretary for Cambridge. A visit to 
England in August, 1890, and a day in Oxford revealed to 
me what had to my Cambridge eyes before been hazy and 
dim, namely, the fact that Oxford was taking a part in the 
movement. She has made wonderful strides during the 
last seven years, and she has been quite willing to learn 
from Cambridge. In fact, the conference upon University 
Extension into which I stumbled on my second day in 
England on that visit was presided over by a Cambridge 
man, Arthur Sidgwick, whom I believe we have lent to 
Oxford, and delegates from the Cambridge Extension 
Syndicate were present, of whom I met one, Mr. Bell, Fellow 
of Trinity Hall. 

The conference was only one symptom in Oxford of 
the Extension fever. There were also classes going on 
attended by not less than an aggregate of a thousand 
students, and there was to be an after session, where a 
select few would remain up for more advanced work. The 
gathering was considered important enough to gain a special 
address from Max Muller and to warrant in Christ Church 
Cathedral a special sermon by Canon Paget, now Dean of 
Christ Church, on " Humility and Aspiration." In this he 
dwelt most forcibly on the effect upon a thoughtful man of 
a first visit to a world-renowned centre, such as Rome, 
London or Oxford. Dean Paget has since spoken of the 
movement as a most hopeful one ; for in England, though 
there are forty thousand students now enrolled at nearly 
one hundred and fifty centres, the movement may still be 
considered a new one. This refers to the session 1890 91. 
We hear that since that many more centres have been added, 
and the aid of County Councils given. The success of the 
movement was at first very doubtful, even in such a city as 



UNIVERSITY EXTENSION IN CANADA. 339 

York, though much above the average amongst cities of the 
same population in the number of cultivated people likely to 
appreciate a new educational movement. The success of the 
lectures there was quite fluctuating. A writer in the Atlantic 
Monthly has, I understand, somewhat deprecated the move- 
ment on the ground that it is not suitable to this continent. 
Probably just as strong arguments might have been adduced 
twenty-five years ago to show that such an innovation as was 
proposed was most unsuitable to England. It may be remarked 
here that the work should not as a rule be done by mem- 
bers of a college staff, for their own proper work is in gen- 
eral quite sufficient, but by a class of men set apart for the 
purpose, the supply of v/hom has followed wonderfully in 
the wake of the demand. No doubt this class of men has 
its special temptations. Some of the lecturers on political 
science may think it is their mission to be the saviours of 
society or that the Extension platform is a stepping-stone to 
the House of Commons, but as a whole the movement has 
been wonderfully free from all traces of ambition and pe- 
dantry on the part of the lecturers. No doubt there is much 
difference between the conditions of University life and edu- 
cation on the two sides of the Atlantic. There is a more 
marked contrast in the old country between an alumnus of 
a University and one who is not. Leslie Stephen, in 
his well known ' Sketches of Cambridge by a Don,' contrib- 
uted to the Pa// Mr// Gazette in 1865, tells us that "the 
world is divided into two classes — those w'ho have been to 
a University and those who have not. Of the latter class 
we may say, as a Master of Trinity once said of the mem- 
bers of the smaller colleges, * they too are God's creatures.' " 
This kind of feeling and assumption of superiority on 
the part of the graduates was very seriously entertained, and 
may be so still, and this in itself was a very formidable 
difficulty in the way of the success of Extension at first. 
The movement has, in fact, very much broken down this 



340 UNIVERSITY EXTENSION. 

absurd idea of innate superiority. The idea is not unknown 
in a modified form on this side. One hears constantly that 
more is expected of " College-bred " men than of others. 
There is a truth underlying this, but to " put on side " is 
" bad form " in the " College-bred." 

It was stated that the magnificent distances of this con- 
tinent would prevent the grouping of towns for combination 
under one lecturer, an arrangement which prevails in England 
and which enables the same lecturer to work a circuit and 
thus obtain a sufficient remuneration, A man could work 
Hull, York, Scarborough and Harrogate by taking each 
town on a different night; but he must not work every 
night or he will not have time to look over the rather 
voluminous papers sent him every week by the members 
of his class. It is possible that this objection has some 
weight ; still much can be done in populous centres, even 
where there is a University already, for Extension lectures 
will always be in order for those numerous intelligent per- 
sons who have only a rather brief leisure wherein to study. 

My purpose is, however, not to exhaust the subject of 
English Extension, but to say something of what is being 
attempted or is about to be attempted in Canada. Probably 
your readers have heard of the meeting and conference held 
in Toronto in November, at which President James, of 
Philadelphia, was present, and in consequence of what was 
then said a Dominion Association for University Extension 
was formed. This body appointed a Council, and the 
Council met on January 6th in Toronto. On both occasions, 
in November and in January, both countenance and counsel 
were given to the association by the well-known Minister 
of Education of Ontario, the Hon, G, W, Ross, who kindly 
placed the large room of the Education Department at the 
disposal of the Council. At this meeting it was decided 
that an Executive Committee should be formed of those 



UNIVERSITY EXTENSION IN CANADA. 34I 

representatives of Universities who were on the Council. 
Unfortunately the University of Toronto did not send any 
representative to the January meeting, though Sir Daniel 
Wilson Avas present in November. The venerable Presi- 
dent was, however, ill in bed on January 6th, but we did not 
hear that his University had appointed any representatives. 
This was a matter of regret, owing to the very large sphere 
of that University's influence. The Universities repre- 
sented were Trinity and MacMaster, of Toronto, Queen's, 
of Kingston, Victoria, of Cobourg (now to be amalgamated 
with, the University of Toronto), the above from Ontario. 
From Quebec there were representatives of McGill Univer- 
sity, Montreal, and Bishop's University, Lennoxville, and 
from New Brunswick, Fredericton sent a delegate. 

The Secretary, Wm. Houston, Esq., a member of the 
governing body of Toronto University, but not an official 
representative of that University, was present. The chief 
work of the day was to organize the executive committee, 
to subdivide it into sections for the different provinces and 
to give the committee instructions. The same body practi- 
cally met again as the executive and adopted the instruc- 
tions suggested to them. The results arrived at were briefly 
these. That all lecturers should be endorsed by the faculty 
of one of the Universities as well as by the executive com- 
mittee. Rules as to the minimum remuneration for lectures 
and the minimum guarantee from a lecture centre were 
passed. The English principle of local responsibility for 
all business details and pecuniary matters was fully 
adopted. It was thought advisable that, unlike the English 
system, the lecturer should be one of the examiners at the 
end of a course. It was also thought that each University 
should, so far as was compatible with general harmony as 
regards the policy of the board, pursue its own independent 
line with respect to locality or courses of lectures ; the 



342 UNIVERSITY EXTENSION. 

sanction of the board being first obtained. Since the above 
meeting the sub-committee for Quebec has met. Professor 
Cox, of McGill, Montreal, a former successful Extension 
lecturer in England, was appointed secretary. After corre- 
spondence with the Abbe Laflamme, Secretary of Laval 
University, it was agreed that the French people should be 
left to Laval, McGill and Bishop's forming a joint board for 
the English-speaking people. The Abbe Laflamme had 
spoken enthusiastically in favor of the idea of University 
Extension at the Montreal meeting of the Royal Society of 
Canada in May, 1891. He hopes to work through the 
Institut Canadien, which has many local branches in this 
province. A joint board of McGill and Bishop's has for 
some years carried on with marked success school exami- 
nations analogous to the Oxford and Cambridge local 
examinations. McGill as the larger and better equipped 
institution will doubtless supply the greater part- of the 
lecturers, and will probably begin in Montreal itself 
Bishop's, which is at Lennoxville, lOO miles east of Mon- 
treal, can supply lecturers for such towns as Sherbrooke^ 
Coaticooke or Waterloo in the district known as the Eastern 
Townships, a beautiful and fairly well-settled district. 

That great leader in Canadian education. Sir William 
Dawson, is fully interested in the work and will be glad to 
promote the University Extension of which we speak; and 
the marvellous internal extension and expansion of his own 
University of McGill may be a happy omen of a like success 
under the auspices of the University Extension movement 
in Canada. The McGill lectures to women, now embodied 
in the Donalda department of the College, were from 1870 
to 1883 carried on in much the same way as Extension 
lectures. Systematic courses, partaking in some respects of 
the nature of Extension, but omitting many of the essential 
features of the system have of late been held in the city of 



UNIVERSITY EXTENSION IN CANADA. 343 

Ottawa under the auspices of Queen's, in the city of St. 
John, N. B., under the auspices of Fredericton. In the 
meantime the outlook in Montreal is decidedly hopeful, and 
we trust that something will be done in the Eastern Town- 
ships, and if the Institut Canadien should respond to the 
advances of the Abbe Laflamme we shall have French 
lecturers gracing the Extension platform. 

THOMAS ADAMS, D. C. L. 
Bishop's Uuiversity, Lennoxville, Quebec, April, j8g2. 



THE CIRCUIT. 



^N a circuit the lecturer goes around visiting four, five, or 
^ at most six towns or centres in one week, repeating the 
same lecture at each centre ; in a circuit of six towns 
«ach lecture is thus delivered six times a week. The towns 
forming the circuit should be situate within easy distance of 
each other, so that the lecturer may not have too wearisome 
journeys nor the circuit too heavy railway expenses, for the 
circuit undertakes to pay the whole of the lecturer's railway 
fares. The circuit likewise defrays the lecturer's hotel bills 
for the six weeks of the usual course. Hotel and railway 
fares cost about ^150, or some $2^ to each town — when 
there are six towns joined in the same circuit. Each centre 
also pays about ;^I20 for the six lectures, so that the entire 
cost to any town for the complete course of six lectures is 
generally from $14^ to ^160 — varying with the railway dis- 
tances. This is everywhere considered a very moderate 
cost, seeing that a single star lecture often costs nearly as 
much as the whole University Extension series of six. 

The price of tickets to persons wishing to follow the 
course is usually fixed at ^i for the whole series, which 
would average some 16 cents for admissionto each lecture, 
though the local committee generally fix the entrance fee to 
a single lecture at 25 cents. Indeed, attendance at single 
lectures is not encouraged at all, for the object of Univer- 
sity Extension lectures is not to give detached fragments of 
information, but the consecutive development and elucida- 
tion of some important branch of literature or science. 

The clearest idea of the working of a circuit can best 
be had by a special and typical example : Let me take the 
case of the six Pennsylvania towns — York, Harrisburg, 

Lebanon, Lancaster, Columbia and Gettysburg, which 

^44 



THE CIRCUIT. 345 

formed themselves into a circuit last January to hear a 
course of six lectures on, " English Poets of the Revolution 
Age (1776-1848) — including the poets, Burns, Byron, 
Moore, Scott, Shelley and Wordsworth. 
York (20,849 i7ihabita7tts). 

The first lecture in this circuit was given at York, in 
the auditorium of the Collegiate Institute (which was lent 
free of charge). The lecture on Robert Burns began at 8 
p. M. on Monday, nth of January, 1892. The fee for the 
six lectures was ^i, single lecture 25 cents. About 200 
persons were present, including many teachers as well as 
professors, ministers and doctors. Ladies formed the 
majority of the audience. The lecture lasted about an hour, 
and was followed by a class from 9 to 10 p.m., where the 
lecturer answered questions asked by the hearers, with a 
general discussion on the subject of the lecture. The 
greatest attention and interest were manifested in every lec- 
ture of the course ; and almost the entire audience remained 
for the class. 

As this was the first lecture of the University Exten- 
sion system ever given in York, I drew attention to the 
questions printed at the end of the syllabus, and asked all 
students who intended following the lectures and the class- 
work closely, to send me written answers to the questions, 
addressing their letters to the post-office, York, where I 
would call for them on my visit the following week. On 
my next visit to York I found the letters of thirteen stu- 
dents who had answered the four questions in the syllabus 
on Burns. Twelve of these students continued to send in 
answers every week, and were therefore eligible for the 
examination held at the end of the course. Six students 
presented themselves for the examination, and they all 
passed satisfactorily and received certificates from the 
American Society. 



346 UNIVERSITY EXTENSION. 

The attendance in York averaged about 200 and 
varied very little throughout the course. The lecturer 
stopped in York every Monday night. 
Harrisburg {/f.0,221 inhabitants.) 

The distance from York to Harrisburg is 29 miles. 
The course began in Harrisburg at 8 p. m. on Tuesday 
evening, January 12, in the Chestnut Street Market Hall, 
for the use of which the centre paid ;^io a night. The sub- 
ject was Robert Burns ; four hundred persons attended, in- 
cluding a great many women teachers and high school 
scholars, with editors, reporters and business people, as 
well as ministers, doctors, legislators. Governor Pattison 
also countenanced the cause by his presence. All the news- 
papers gave good reports of the lectures on the following 
day. The attendance at Harrisburg showed a steady in- 
crease. About 450 persons were present at the second 
lecture (Byron) on the following week ; about 460 at the 
third lecture (Moore). Some 5 10 attended the fourth 
lecture (Scott), and this was the maximum audience. The 
average attendance was about 450; and almost 400 stayed 
for the class. A very large percentage of the hearers sent 
in weekly answers to the questions printed in the syllabus, 
and their answers were exceptionally good. Indeed, so 
large a number of letters were sent me that the post-office 
was almost blocked, and the authorities requested me 
to have my letters delivered at my own house. But 
when I told them that a university lecturer was not af- 
fluent enough to keep a house in six different towns they 
consented to look after my letters between my weekly visits. 

In University Extension work I believe it is considered 
a good average if 10 per cent, of the hearers become 
students — i. e., send in written answers weekly ; but Har- 
risburg supplied 128 students, or about 30 per cent, of the 
whole audience, who did weekly papers. Of these 128 
students 107 qualified for the final examination, 85 entered 



THE CIRCUIT. 347 

for the examination, and 80 passed. Harrisburg has thus 
supplied the largest number of students I have yet heard of 
in any University Extension centre either in America or 
England. The answers were so full that I found it quite 
impossible to read them all through and enter them in my 
note book between the time of my arrival in the city and 
the hour for beginning the lecture. Indeed, it took the best 
part of the day or two following to read through all these 
excellent answers, some of which covered 12 foolscap 
pages, written very finely on both sides ! Under these cir- 
cumstances, I had to ask the students to enclose an addressed 
and stamped envelope, so that I could return their papers by 
mail after I left the city. To this request the students at 
once responded, and their letters were mailed at different 
post-offices along the railroad after I had read them over 
in the train. The lecturer remained in Harrisburg on Tues- 
day night, and on Wednesday afternoon traveled 26 miles 
to the next centre at Lebanon. 
Lebajion [i^f^yj^ viJiabitants). 

On Wednesday evening, January 13, the course was 
opened with the same lecture on Burns, in the Lebanon Court 
House, which was given free of charge. The audience 
numbered about 200, consisting of teachers, preachers, 
lawyers, business men, and, indeed, most of the best people 
of the city and vicinity, and also of many working men 
and women. The attendance never varied very much 
and almost the entire audience remained till 10 P. M. 
39 students sent in weekly answers; 32 of these were eligible 
for the final written examination ; 1 5 entered for the exam- 
ination; 12 passed satisfactorily and received certificates. 
Lancaster {j2,ogo inhabitants). 

On Thursday afternoon, January 14, the lecturer went 
from Lebanon to Lancaster (some 35 miles), where he 
repeated the Burns lecture in the Moravian chapel, which 
was lent at a small fee. ' This was the opening lecture of 



348 UNIVERSITY EXTENSION. 

the second University Extension course in Lancaster ; a 
successful course on Economics was ended in December, 
1 89 1, by Mr. Edward T. Devine, who came each week from 
Philadelphia, a distance of 69 miles. 

The first audience here numbered 225 ; the second, 
275 ; the third, 370. The Moravian chapel was then found 
too small, and the fourth lecture was given in the 
Presbyterian chapel to some 410 persons. This was the 
largest number at any lecture in the Lancaster course, the 
general average being about 310, almost all of whom 
remained for the after-work till 10 p. m. 

The professors of the Franklin and Marshall College 
rendered valuable assistance by their presence and partici- 
pation in friendly discussion during the class. In every 
centre there is a marked shyness or reluctance in the 
audience to ask questions, and it is always a great advantage 
when there is somebody present who is not afraid to get up 
and ask or suggest questions. Ladies do not like to get up 
in a strange audience and interrogate. I have, therefore, 
latterly invited every person who wants to put questions on 
the subject of the lecture to write them on a slip of paper 
and get them sent up to me. This has proved a very satis- 
factory plan, and should be extended by having some person 
on the floor to hand up the questions at once. The ques- 
tions are not confined to the lecture just delivered, but 
reach back to the lectures of preceding weeks. 

Twenty-eight students sent in weekly papers here ; 
23 were eligible for the final examination; 13 entered and 
12 passed and received certificates. 

The lecturer remained in Lancaster on Thursday night, 
and on Friday proceeded to Columbia, a distance of twelve 
miles. 
Columbia {io,^g7 inhabitants). 

The same Burns lecture was repeated here in the 
Presbyterian chapel, to some 200 persons, on Friday 



THE CIRCUIT. 349 

evening January 15th. During the course the attendance 
increased, and sometimes numbered near 300 auditors, with 
an average of some 250, who all stayed for the class. 
Twenty-nine students sent in weekly papers, 24 of whom 
quahfied for the final examination; 12 were examined 
and 10 passed satisfactorily and received certificates. I 
am told by old residents of Columbia that no lectures 
have ever created so much interest or taken such a hold in 
this town as these University Extension lectures. 
Gettysburg {3,180 inhabitants.) 

On Saturday morning, January 16, the lecturer went 
from Columbia to Gettysburg (52 miles). The lectures 
in Gettysburg were delivered on the Saturday evenings in 
the chapel of the Pennsylvania College to an audience 
averaging about 200 (of whom a large number belonged to 
the college); the whole audience usually stayed for the 

class. 

Forty-one weekly papers were sent in ; 3 1 were eligible 

for the final examination ; 14 entered ; and 9 passed and 
received certificates. The lecturer remained in Gettys- 
burg till Monday, when he left for York, to deliver the 
second lecture and to repeat his visits to the six towns as 
in the first week now described. 

The newspaper editors have been very helpful to the 
movement in every town, and gave liberal reports of all 
the lectures. Over 1000 copies of the syllabus have been 
sold in the circuit. The average weekly attendance at the six 
centres was about 1610 persons; thetotal number of students 
sending in weekly answers was 278 ; the number eligible for 
the final examination on the six weeks' work was 229 ; the 
number who entered for the examination was 145 ; and the 
number of those who passed and received certificates was 
129— in other words, 17 per cent, of the entire audience 
(16 10) did weekly papers, and 89 per cent, of those ex- 
amined passed satisfactorily on a high college standard. 



350 UNIVERSITY EXTENSION. 

These form the largest figures I have yet heard of in any 
University Extension circuit. The net cost to each centre 
(exclusive of printing and room rent) was ;^I46.46; and 
each centre finished the course with a surplus on hand of 
^30 to ^230. Four of these centres are now hearing a second 
course by the same lecturer on " Shakspere — the Man 
and His Mind." 

A lecturer on a circuit has some advantages and many 
disadvantages. He has a good opportunity of seeing the 
country, and of making many acquaintances — which may 
sometimes last longer than six weeks. But on the other 
hand, he is cut off from his old friends. He is also cut off 
from his own library and books of reference. Lecturing in 
six centres every week is decidedly too much for any man 
to undertake, especially if he has two or three hundred 
long papers to read and annotate weekly. No lecturer 
should be encouraged to take more than five lectures 
weekly. 

A Students' Association is to be formed in these towns 
at the close of the present course. This Association will 
include all persons interested in University Extension. It 
will have regular meetings in the long vacations, will 
invite lecturers, and help to select the subjects for future 
courses. These associations soon become the chief literary 
organizations in the district. 

I think there should be a small prize offered in each 
centre for the best weekly, and also for the best examination 
papers. Two suc^i prizes, offered by some one in the town, 
would be a great stimulus to more thorough reading on 
the part of students, and would justify the lecturer in 
setting questions to cover books outside the syllabus and 
the ordinary text manuals. 

WM. CLARKE ROBINSON, Ph.D. 
/// South Fifteenth Street, Philadelphia, April, i8g2. 



ECONOMICS, IV. 



Part i. — Production. 

V. Capital.^ — If capital in its origin is not a result of 
saving but rather a result of the adoption of a new and more 
INCREASE efficient method ofproduction, then it is evident that 
OF it is increased not by reducing consumption but by- 
turning the productive capacityofsociety into new 
channels. An addition to the stock of capital is an incidental 
result of the new activity, not its cause. In apparent conflict 
with this statement of the relation of capital to the growth 
of industry are the first two of Mill's four fundamental pro- 
positions concerning capital, viz : That industry is limited 
by capital ; and that capital is the result of saving. But 
the word " saving " is used by Mill in a technical sense, 
denoting not necessarily abstinence or privation, but 
merely " excess of production over consumption." The 
essential element is even here the activity which calls the 
new products into being. It is of course implied that they 
then be devoted to the end for which they were produced 
and not to some other — that they be " saved " from loss, 
waste and unproductive consumption ; but it is wholly irrel- 
evant to say that they are a result of this saving. Non- 
destruction cannot be regarded as the origin of anything. 



* Concluded from March University Extension. 

"* If a child asked whence chickens came, and was told that to produce chickens he 
must refrain from eating eggs, we should be justified in regarding the answer as an excel- 
lent advice, but as an exceedingly absurd explanation. We are not a whit better satisfied 
by the train of reasoning which makes saving] the original cause of the formation of capital." 
Gide : Foliiical Economy, p. 139. 



352 



UNIVERSITY EXTENSION. 



Nor is it true that industry is limited by capital in any 

sense which is inconsistent with the proposition that sufficient 

capital is alwavs forthcoming when the natural 

LIMITATION t' . ^ ^ 

OF forces and human energy are directed into more 
INDUSTRY, pj-oductive channels. The limitations are im- 
posed by the lack of such energy and non-utilization of 
such forces. It cannot be too strongly insisted upon that 
under normal conditions, i. e., when the quantities of the 
various kinds of capital are produced in the right propor- 
tion the mcrease of capital involves no reduction in the 
quantities of present goods produced, that there is no 
diminution of enjoyment, that there is no necessary priva- 
tion or sacrifice other than that connected with the labor 
involved in the production. Looking upon the industrial 
organization from a social and purely objective standpoint, 
we may recognize clearly enough that these advantages 
from the use of capital are not purchased at the cost of any 
reduction of enjoyment. At every stage capital, that is to 
say — machinery, raw materials, unfinished goods, improve- 
ment on land, increased abilities in men — these are produced 
by the co-operation of the human and the natural forces. 
They do not add to man's satisfactions directly, but neither 
do they subtract from them. Indirectly but continuously 
they do aid in satisfying desires. Contemporaneously with 
their own production they are changing into present goods 
or are increasing the quantities of present goods at man's 
disposal. Since the very beginning of this process there . 
has been no necessity for saving as an act of production. 

Saving is the means by which the individual may in- 
crease the amount of his own income, the means by which he 
may influence the distribution of wealth. It 

ADVANTAGE ^ 

OF deserves attention, therefore," in the study of 

SAVING, distribution. Unfortunately there is a large 

class made up of those who are unwilling or unable to 

save for themselves, who do not adapt themselves to the 



ECONOMICS. 353 

more efficient methods of production in vogue, but steadily 
exchange their share in the future goods which they help 
to produce for such as are able to satisfy immediate wants. 
While society consists thus of two classes, those who save 
and those who do not, the distribution of wealth will be» 
greatly in favor of the former class. This income which they 
receive because of the failure of the latter class to act in 
conformity with the newer conditions is so much deducted 
from the total product of industry before any division 
among those who have actively co-operated in production, 
can take place. 

Money is circulating capital of a unique kind. In 

any particular production the money employed fulfills the 

whole of its office by a single use, yet the 

CAPITAL •' _ ° "' 

AND money itself may exist in a durable shape, and 
MONEY, j^g entire service to society may be spread over 
a period of longer duration than that of almost any form 
of fixed capital. In the popular mind the significance of 
money in the industrial mechanism is usually grossly ex- 
aggerated. Its total quantity does not measure in any 
sense the aggregate wealth of the country, nor does it 
stand in any fixed relation to its stock of capital. The 
importance of the money of a country is somewhat greater 
than that of the weights and measures in general use, but 
its function does not differ materially from theirs. Money 
is used in exchanging goods as railway cars are used in 
transporting them. Both money and cars are capital, but 
neither has any exclusive or peculiar claim to the title. 
When it is said that money is needed to develop the 
resources of a particular section of the country, it is 
almost always capital of other kinds than money that is 
really lacking. If the supply of money is really short it 
will be attracted from other countries as soon as prevailing 
high prices show that there is a deficiency. But there is 
no automatic method by which the supply of money may 

33 



354 



UNIVERSITY EXTENSION. 



be increased, since a high rate of interest does not neces- 
sarily accompany a deficiency of capital. If the deficiency 
makes itself felt as an obstacle to the development of some 
industry, then the rate of interest will rise in such a way as 
*to attract the necessary capital. The need of future goods 
is recognized only gradually and on the actual initiation of 
new enterprises. That they are provided is an indication 
of the healthy growth of industry. The increase of capital 
augurs well for ferther development. An increase of 
money beyond that amount which the law of international 
prices allows is a disadvantage, and brings its own remedy. 
Society should be much more ready, therefore, to bring 
about the conditions that call for an increase of capital than 
to increase artificially the money supply. 

VI. Human Energy — We have investigated certain of 
the physical conditions of the production of wealth, the 
PHYSICAL possibility of utilizing the results of plant life, the 
ENERGY, necessary psychical conditions of efficient pro- 
duction, and the position of capital in the industrial 
mechanism. Before the theory of production can be con- 
sidered complete it will be necessary to study the organi- 
zation of industry and its two chief factors — labor and 
intelligence. Preliminary to the discussion of those sub- 
jects, however, it may be well to consider how far man's 
energy is dependent upon outer conditions, since the 
efficiency of his production is certainly determined, in very 
large part, by the amount of his physical energy. 

Attention has already been called to the indirect 
influence of climate on production through its influence on 
OBJECTIVE man's energy and industrial activity.^ It is a 
INFLUENCES, matter of common experience that greater 
endurance, heartier response to unexpected demands, and 
more vigorous prosecution of new and uncertain ventures 



*Cf University Extension, January. 1892, p. 227. 



rr 



m 



ECONOMICS. 355 

may be expected from a people whose climatic surround- 
ings are healthful and stimulating than from those whose 
lives are spent under unwholesome conditions. Greater 
energy is possible where the working day is of reasonable 
length, where the laborer has a direct interest in the pro- 
duct of his industry, where the State is active in promoting 
favorable conditions of life. The degree of energy which 
we may expect to see displayed in any community depends 
thus partly on outward physical conditions, partly on 
social and industrial conditions which the people of the 
community themselves create. Everything which con- 
tributes to the hopefulness and cheerfulness of the laborer, 
everything which adds to his physical strength and his 
mental po'\Ver, because they have these results, deserve 
mention in any enumeration of the productive agencies. 
If they are found to be incapable of modification by man 
they should be intelligently utilized. If they are found to 
be within the sphere of man's influence they should be 
systematically developed and encouraged to the end that 
the highest degree of human energy may be secured. 

EDWARD T. DEVINE. 



THE UNIVERSITY EXTENSION SEMINARY. 



fundamental problem of University Extension is the 
supply of lecturers. The demand for the opportunities 
afforded by this movement is widespread. General and 
local organizations to furnish the necess.^ry machinery have 
been established. Already, however, the number of those 
able and willing to engage in lecturing has been found, 
especially in some branches, far too small. Much credit is 
due those who, at great sacrifice, have undertaken in addi- 
tion to their college duties the work of Extension teaching. 
This has clearly been done from a high sense of duty and 
a thorough appreciation of all that this work may mean 
both for the University and the people. The readiness on 
the part of University professors and instructors to connect 
themselves with the movement has been an almost indis- 
pensable aid in impressing clearly and forcibly the high 
standard of Extension courses. The sacrifice, however, 
involved in this work cannot long be justly expected from 
University men, and changes should be effected in their 
academic relations which will take into account this new 
factor of University life, A thoughtful observer has already 
pointed out the valuable opportunity which the general 
demand for Extension courses now offers to the American 
college* 

In many places there has been such a call for Exten- 
sion work in literature and history as almost to equal the 
demand made upon those giving instruction in these sub- 
jects in the neighboring college or university. Carried out 
to its logical result this means that if the colleges are to 
satisfy popular demand for higher instruction outside of 
their walls the faculties will have to be largely increased in 

*See " A Problem in University Extension " by Secretary Melvil Dewey. 
Proceedings of the National Conference, p. 54, J. B. Lippincott Co., 1892. 
356 



THE UNIVERSITY EXTENSION SEMINARY. 357 

numbers. On the other hand, it means that by skillful 
management large funds may be obtained for higher educa- 
tion from those who have so far been indifferent to the 
claims of education beyond that offered by the public high 
school, or even by the common schools of lower grade. 
No one can doubt that the American college will be quick 
to seize this advantage and thereby largely increase its 
efficiency and its influence in the community. 

The question now arises as to the source from which 
to draw the new instructors needed. Since their services 
are largely made necessary by the call for Extension 
courses, it is a natural thought that, in addition to the 
former conditions of scholarship and pedagogical ability, 
there will be added in the minds of Boards of Trustees 
the conditions of thorough acquaintance with the system 
of Extension teaching and of certain gifts in personal 
address and power of presentation which the public plat- 
form demands in distinction from the professorial chair. It 
will be, moreover, necessary for each college to command 
the services of at least one person who, while being 
thoroughly equipped for the work of college instruction, 
shall possess in addition to that the necessary ability and 
knowledge properly to organize the Extension work in 
connection with the institution. In other words, to make 
this work as efficient as it should be there must be a strong 
nucleus of persons engaged in the task of organization and 
instruction who have peculiar gifts for this sort of labor, 
and who have received special training for it. To supple- 
ment, then, the work of those already engaged in Exten- 
sion teaching, there must be an increase of strength in the 
college faculties, and preferably of those who have special 
ability as Extension lecturers ; and in addition to this a 
strong nucleus of those who can be at once lecturers and 
organizers. 



35^ UNIVERSITY EXTENSION. 

The fear has been expressed that it will be impossible 
to find men and women of suitable education and training 
to undertake this special work, and many have rightly 
insisted that there is at present no opportunity for those 
who would be inclined to enter the field, to secure a suit- 
able preparation for it. 

It is believed, however, by the friends of the move- 
ment that there are many young men and women now 
studying in our colleges who are especially suited to this 
work and who would prefer it to any other if they knew 
how to prepare themselves properly, and if they were sure 
they could thereby make a modest living. There are 
certainly many professors and instructors in our colleges 
and universities, many teachers in our normal schools and 
high schools, and many college men and women in other 
careers, who would be admirably adapted to succeed in 
this field, if they had the necessary technical preparation. 

The University Extension movement has been called 
one of the great reforms of the century. There is in it 
certainly the possibility of permanent improvement of our 
educational system. This is true, however, only on the 
condition that the system, which has been thus far evolved 
almost like a living organism, shall retain its plasticity and 
the power of being adapted to varying conditions. One of 
the marked characteristics of the system is its exceptional 
flexibility and its usefulness as an instrument in co-ordi- 
nating and systematizing many kinds of educational 
endeavor which have hitherto lacked these essentials of 
the greatest success. If the movement is to retain this 
important characteristic, its practical direction must be in 
the hands of men and women of the broadest educational 
views and the highest pedagogical ability. In it there is 
the fullest opportunity for all the talent of a Horace Mann 
or a Wickersham. All those familiar with this work 
concur in the opinion not only that can no one win the 



THE UNIVERSITY EXTENSION SEMINARY. 359 

greatest success in the University Extension field who is 
not thoroughly interested in the problems of education, 
more especially of American education, but that there is 
here the rarest possibility of pedagogical leadership and 
influence. The University Extension lecturer and organizer 
should be thoroughly acquainted with the whole educa- 
tional system of the country, since only in this way can he 
co-ordinate his work with that of other educational agen- 
cies. It is of the utmost importance, then, that the man 
who looks forward to Extension teaching as a life work 
should devote himself to a thorough examination of modern 
educational problems. 

These are difficult conditions to meet. Indeed the 
demands made on one who engages simply in Extension 
lecturing are hard to satisfy.* Much greater is the talent, 
the training and the experience which alone will quahfy 
one for the highest success in Extension teaching m the 
broad sense indicated by these considerations. 

Acting on such a conception of the needs of Exten- 
sion teaching, the American Society hasdecided to establish 
a University Extension Seminary for the study of American 
educational problems and for the training of University 
Extension lecturers and organizers. The Seminary will 
be under the direction of Professor Edmund J. James, 
President of the Society, assisted by leading university 
men of this country and Europe. The first term will open 
October i, 1892, and will last until June i, 1893. It is 
proposed in the work of the Seminary to give, first, an 
opportunity for the fullest acquaintance with the University 
Extension idea, its gradual growth and embodiment in a 
slowly evolved system of instruction. To this end the 



*See " The University Extension Lecturer " by Edmund J. James, 
Ph. D., Publications of the American Society, No. II. 



360 UNIVERSITY EXTENSION 

beginnings of the movement in England and America 
will be studied and the different phases which local condi- 
tions have from time to time developed and emphasized. 
The different elements of the system, the place and function 
of the lecture, the syllabus, the class, the paper work, the 
students' club and the examination, will be considered in 
the light of past experience both in this country and abroad, 
and with due reference to both the fundamental and the 
local conditions of A.merican education. Experienced 
Extension lecturers will give a series of talks upon these 
technical subjects, and conferences will be held for their 
future discussion. The many Extension centres in and 
near Philadelphia will afford the best opportunities for the 
observation of the practical workings of the system. In 
connection with the conferences reports will be made by 
the members of the Seminary of the results actually noticed 
at the different centres. 

Another feature of the seminary will be the study of 
the best forms of organization for Extension purposes. By 
a similar series of lectures and class discussions an Acquaint- 
ance will be gained with the different forms of organization 
early adopted in England, including the general organiza- 
tion by the great universities and by the London Society 
and the local organizations in direct charge of individual 
centres. A comparison will be made between the condi- 
tions affecting the English work in organization, resulting 
partly from the predominant influence of Oxford and Cam- 
bridge, and those determining the organization proper to 
different sections of our own country. The general man- 
agement of the American Society and of the different State 
societies in affiliation with it, as well as that adopted by the 
various universities interested in the movement, will be 
thoroughly studied. The aim of this feature of the Semi- 
nary is the training of University Extension organizers who, 
from a knowledge of the conditions of American educa- 



THE UNIVERSITY EXTENSION SEMINARY. 36 1 

tional life and from a thorough acquaintance with the theory 
and workings of University Extension, shall be able to 
organize to the best advantage this system, adapting it when 
necessary to suit the local needs in any part of the country. 

The third purpose of the seminary is to offer such 
opportunities as will enable the members to join to their 
study of the University Extension system the studies in 
which each may choose to specialize. Arrangements 
have been made by which the members of the Seminary 
can pursue graduate studies for the degrees of M. A, 
and Ph. D. in the institutions near enough to Philadelphia 
to enable them to attend the workof the seminary. 

In connection with some one of the graduate studies 
so pursued each member of the Seminary will be expected 
to prepare and deliver a course of Extension lectures. It 
will be possible in many cases to secure an opportunity to 
deliver these lectures at different places and obtain a remunera- 
tion for them. In the case of mature and properly qualified 
members it will doubtless be possible to earn enough money 
to defray a considerable portion, if not all, the expenses of 
a year's residence. No guarantee of such remuneration is, 
however given, and no one is advised to enter the Seminary 
with this expectation. The members of the Seminary will 
be expected to aid in the work of the Society when possible, 
and every facility will be offered them to make themselves 
thoroughly acquainted with the theory and practice of 
University Extension work. 

Among the men who will take part in the work of instruc- 
tion may be mentioned : Hon William T. Harris, United 
States Commissioner of Education; Dr. James MacAhster, 
President of the Drexel Institute ; Dr. Charles DeGarmo, 
President of Swarthmore College; Dr. Isaac Sharpless, 
President of Haverford College ; Professor Simon N. Pat- 
ten, of the University of Pennsylvania ; Principal George 



362 UNIVERSITY EXTENSION. 

M. Phillips, of the State Normal School, West Chester^ 
Pa.- ; Ray Green Ruling, editor of School and College, and 
Rev. Hudson Shaw, of Oxford University, England. 

In addition to the courses on technical subjects, such 
as the University Extension lecturer, class, syllabus, modes 
of general and local organization, circuit, paper work, 
examinations and students' clubs, there will be others on 
such general pedagogical subjects as educational adminis- 
tration, educational ideals, science of instruction, English 
educational institutions and their lessons for us, place and 
function of the normal school in American education. 
The American Society intends in this Seminary to justify 
the title given and offer the highest advantages for general 
pedagogical study and training, and the fullest opportunities 
for preparation as extension lecturers and organizers. It 
hopes thus to satisfy a demand which is already apparent 
and certain to increase greatly with the development of 
Extension teaching in America. The Society has had from 
the first the deepest sense of its responsibility toward the 
people in making more available the benefits of Extension 
teaching, and toward the universities in aiding them in a 
duty which rests primarily upon them, and which fulfilled 
will indefinitely increase their efficiency within their own 
walls, and their usefulness and influence in the community. 



NOTES. 

Professor Henry S. Carhart, head of the department of physical sciences 
in the University of Michigan, and one of the well-known specialists in 
electricity of the country, commenced a course at Grand Rapids, Michigan, 
on April 9th. This is the second course of this year at that centre, where 
already Professor Isaac N. Demmon has given a series of lectures on " Eng- 
lish Masterpieces." The attendance at the centre is more than four hundred 
in number, and work of high educational grade has been done. 

Reference was made in the last number of University Extension, to the 
reprinting, in answer to many demands, of the first year's issue of this maga- 
zine. The volume will contain over four hundred pages and be a complete 
presentation of this system of teaching with the results of actual work in all 
parts of the world. A reduced rate of seventy-five cents is offered to mem- 
bers of the American Society and to all subscribing before July 1st to Univer- 
sity Extension for one year. Orders should be sent in immediately, as the 
edition is limited. 

Before the Detroit Institute Professor Fred N. Scott, of the University of 
Michigan, is lecturing on the " Principles of Art Criticism with special applica- 
tions to the paintings of Leonardo da Vinci and Michael Angelo." This is one 
of the first series of Extension lectures on art subjects given in this country, 
and has proved very popular. Interest has been largely increased by the very 
complete illustration of the course through stereopticon views from copies of 
famous paintings. Professor Scott is a literary and art critic of high rank 
and the author of several interesting monographs on these subjects. 

The last course of University Extension lectures in Toledo began on 
Saturday evening, April 9th. The lectures are given by Professor G. Fred- 
erick Wright, the distinguished specialist and writer of international reputa- 
tion. Professor Wright is the author of the " Great Ice Age in North 
America, " Man and the Glacial Epoch," " Logic of the Christian Eviden- 
ces," "Studies in Science and Religion," and other well-known works. This 
is the same course which he has just completed at the Lowell Institute, and 
consists of ten lectures on the " Antiquities and Origin of the Human Race." 

The members of the American Society and all friends of University Ex- 
tension are under acknowledged obligations to Mr. George Henderson, who 
as secretary of the Society has done so much to organize its work effectively. 
\'^hen it was first proposed to introduce the movement into this country Mr. 
Henderson gave up a long cherished idea of graduate study, and devoted his 
entire energies to the organizing of the system. Now that the work is on a 

363 



364 UNIVERSITY EXTENSION. 

sound basis, Mr. Henderson has resigned this position to carry out his former 
plan of graduate study, intending to pursue economic investigations at the 
University of Chicago, and direct also the Extension work of that institu- 
tion. 

All friends of University Extension are deeply interested in the question o f 
further appropriation by the Nevi^ York Legislature to this cause. It is hoped 
that the views of Governor Flower will be modified as the work progresses in 
that State and the results of well conducted Extension courses become more 
evident. The House has already passed an appropriation of the same 
amount as that made last year. The attitude of the people of the State may 
be seen in the case of the Albion Extension Centre, of two hundred and fifteen 
members, which on the evening of April 7th, passed a resolution respectfully 
petitioning the Governor and the Legislature of the State for the annual 
renewal of an appropriation to this work. 

One of the marked features of this year of Extension teaching in England 
has been the increase in scientific courses as a result of the County Council 
grant. Without such encouragement scientific courses have been foun-'T very 
popular and attractive in the United States. Under the auspices of the Ameri- 
can Society courses in higher mathematics have been given for the first time 
in the history of Extension teaching and with such evident success as indicated 
in the sketch by Professor Crawley in the April number of this magazine. 
During the month of May Extension courses will be given in practical botany 
at several centres. In the West a course of lectures on astronomy is being 
delivered to the San Jose, Cal., centre by Professor E. E. Barnard. 

The program has appeared of the Sixth Session of the Summer Meeting 
at Edinburgh, which, under the direction of Professor Geddes, is attracting a 
large attendance not only from Scotland, but from other countries. The special 
features of this year include educational courses for teachers seeking to come 
up to the new requirements in the direction of technical education. Special 
emphasis is laid on the school of natural science, which offers courses in phys- 
iology, biology, zoology and botany. In the school of social science the 
lectures are by Professor Ingram, of Dublin, M. Demolins, editor of La 
Science Sociale, Mr. Henry W. Rolfe and Mr. Edward T. Devine, of the 
American Society, and Dr. Grosse, of Freiburg. The committee has been for- 
tunate in securing Dr. R. G. Moulton for a course on literature. The meeting 
is divided into two parts — the first from August 1st to 13th, the second from 
August 15th to 31st. Further details may be obtained by addressing J. Arthur 
' Thompson, M. A., University Hall, Edinburgh. 

The lectures of Professor Halford J. Mackinder, ot Oxford, have been fol- 
lowed with great appreciation by large audiences during the last six weeks. 
Professor Mackinder came to America with an established reputation as an 
authority in his own field, and as a leading Extension lecturer. His reputa- 



NOTES. 365 

tion has been still further strengthened by his very successful work among us. 
His visit has united more closely those interested in Extension teaching in 
England and in the United States. It has been already remarked that an 
important function of the American Society is the securing of leading lec- 
turers from abroad for the strengthening of the system in this country, and for 
making clearer the leading features of the great object lesson carried on now 
in more than six States for the benefit of the entire country. The Society is 
especially fortunate in having already secured for next year Rev, Hudson 
Shaw, who holds in the Oxford movement the eminent place which Dr. Moul- 
on has won for himself in connection with the Cambridge work. 

The readers of University Extension will remember an article pub- 
lished in the December number of this magazine on " English Miners and 
University Extension," written by one of the Northumberland miners. The 
article contained touching evidences of the good that this system of teaching is 
doing among that class, and the influence exerted in raising them to a purer 
life. A portion of the article was reprinted in the March number of the 
Oxford University Extension Gazette, and we are pleased to note in the April 
number that a subscription of fifty dollars has been made to enable two of the 
miners, including the writer of that article, to attend the Oxford Summer 
Meeting in August. It is, perhaps, difficult for us in America to appreciate 
the work that is being done among the lower classes in England. Indeed, 
when we see references to work of this description, we are apt too hastily to 
conclude that our boasted system of free public schools prevents such a need 
on the part of American workmen. This is unfortunately not the case, since 
statistics show that a very small percentage of the lower classes ever attains, 
even under our most favored conditions, more than the merest rudiments of an 
education. There is a wide field for work among the laboring people in the 
United States. A beginning has been made in the only right way, by interest- 
ing great labor organizations in the cause and leading them to establish centres 
under their own direction. 

The Association News, of the Young Men's Christian Association of Phila- 
delphia, has the following : 

" One of the most striking features of the season's work at the Central 
Branch has been the University Extension courses there carried on. This 
Association has simply expressed the growing sentiment of the Young Men's 
Christian Associations of America in taking so advanced a position in educa- 
tional lines. Not only has the Branch been connected with University Exten- 
sion movement as a whole, but it has been identified with the strongest centre 
in the country, viz., Association Local Centre. Members have been sur- 
rounded with unusual intellectual advantages. During the winter ten courses 
have been arranged, comprising in all sixty-three lectures, and to members of 
this Association season tickets admitting to all of these have been offered for 
fl.50. None of the lectures have been designed to be merely popular and 



366 UNIVERSITY EXTENSION. 

entertaining, but all have aimed at educating. There have been five courses 
on economics and kindred subjects, two on English literature, two on mathe- 
matics and mechanical engineering, and one on history. It is not easy to esti- 
mate the value that these courses have been to the Association. It is very 
plainly to be seen, however, that our general work has been brought before 
the attention of the public as never before, and has been accorded a new 
dignity and importance in the eyes of business men. The building has been 
made a familiar centre for various classes of people desirable to reach. 
Mechanical draughtsmen and engineers, economic students and bank employes, 
laboring men and the leisure class, people of means, have all been drawn here 
by the extensive courses which in turn appealed to them all. The first of these 
were attracted by the courses on mathematics and mechanics, which were at- 
tended by audiences of eighty to one hundred, and were the most successful 
University Extension courses over attempted on such technical subjects. The 
second class, of bank employes, etc., have attended the economic lectures, 
among them Sadler's successful courses in December and January. About 
three hundred tellers, clerks and other bank employes have been students in 
the course on the history and theory of money, now being delivered by Sidney 
Sherwood. The discussion of social and political economy drew many work- 
ingmen. Finally the leisure class, seeking what may be called the culture 
courses rather than the practical, have supported the courses on English litera- 
ture by Thompson and Pancoast, and are now interested in the course on the 
Great Commercial Cities of the World, being given by Mackinder, of Oxford, 
England. The question of the proper relation of the Young Men's Christian 
Association to higher education has long been pressing. In the union of forces 
with University Extension we have a. practical solution, to some extent, of this 
question. Below is a list of the courses for the past season : Higher Mathe- 
matics as applied to Mechanics (twelve lectures), by Prof Edwin S. Crawley, 
University of Pennsylvania; Economics (three lectures), by Prof. F. H. Gid- 
dings, Bryn Mawr ; English Literature (six lectures), by Prof. R. E. Thomp- 
son, University of Pennsylvania ; Socialism, Past and Present (three lectures), 
by Michael E. Sadler, M. A., Oxford University, England; The Change in 
Political Economy (three lectures), also by Mr. Sadler; Robert Browning (six 
lectures), by Henry E. Pancoast; Strength of Materials (six lectvu-es), by Prof. 
H. W. Spangler, University of Pennsylvania; The j History and Theory of 
Money (twelve lectures), by Sidney Sherwood, Ph. D., Wharton School of 
Finance and Economy of the University of Pennsylvania; Economics (six lec- 
tures), by Edward T. Devine, M. A. ; The Great Commercial Cities of the 
World (six lectures), by Prof. H. J. Mackinder, M. A., of Oxford University, 
England." 



EXTENSION TEACHING IN MINNESOTA. 



The following three reports have been received from three centres in the 
State of Minnesota where Extension work has been done during this year. 

Miss Jessie L. Van Vliet, Chairman of the Minneapolis Centre, writes: 
" In the fall of '90 the city librarian, Mr. Herbert Putnam, introduced four 
lecture courses on international law, early English literature, nineteenth century 
history and railroading. These were the beginning of the work in our city. 
The lectures were given in the library with an average attendance of about 
two hundred ; syllabi were furnished, the after conference held, and papers 
submitted. Mr. Putnam assumed the responsibility alone. This last fall at the 
■first meeting of the executive committee of the Association of Collegiate 
Alumnse (Minnesota Branch), the subject of University Extension was discussed 
and a committee appointed to inquire into the prospects of the continuance of 
the work. The removal of Mr, Putnam from the city soon left the entire 
responsibility in the hands of the A. C. A., and a committee of three of the 
ladies has had the management since. A hall in a central locality was offered 
to us free of expense, and a guarantee fund of five hundred dollars in sums 
varying from ten dollars to fifty was raised without difficulty. Only two courses 
have been given this winter, the first a short course of illustrated lectures on 
astronomy by Professor Payne, Director of the Carleton College Observatory, 
the second by Professor H. P. Judson, who has just been called to the Chicago 
UnivAsity from our State University. This was a course of ten lectures on 
the subject : " Sixty Years of American Politics (1801-1861). Course tickets 
to the former were sold at f l.oo and the latter at ^1.50. The average attend- 
ance at these lectures was about four hundred. The syllabi have been furnished 
by the University. In March a single lecture was given by Professor John 
Fiske on " Columbus and the Discovery of America," before a house of nine 
hundred at twenty-five cents admission. The work for the year has closed 
with a surplus of four hundred dollars, which puts the work for another year 
on a firmer financial basis. It is hoped and expected that more Extension 
work can be done in the future. These courses have been study courses, and 
the shelves in the public library reserved for reference books have been well 
visited. Papers have been submitted, but no examinations have been called 
for. The audiences have been made up of the intelligent and well-to-do 
citizens of the community with a large number of school teachers. If you can 
suggest through your magazine ways of reaching other classes it will be of 
help to us. It seems to me that to do this in a city like Minneapolis, lecture 
halls must be opened in different sections of the city. It is our experience 
that one central hall will not draw the different sections and elements together. 
Several halls however add much to expense and the work. Is there any 
other way? " 

Under date of April 5th, Superintendent James J. Dow, of the Minnesota 
School for the Bljnd at Faribault, reports: "There is no formally organized local 
centre here, although the formation of one is contemplated in the near future. 

The movement originated in the high school, or rather with the Superintendent 

367 



368 UNIVERSITY EXTENSION. 

of the City Schools, Mr. W. M. West, for the benefit of the high school. An 
arrangement was made with Professor H. P. Judson, of the State University, 
to give a course of six lectures on the political history of modem Europe, to be 
followed by a second course of six completing the subject, if there should be 
sufficient encouragement. The price of tickets for the course was put at one 
dollar, with slight reduction for students. About two hundred tickets were 
sold, and the attendance, both at the after-study and lectures was good. About 
one hundred and twenty-five tickets were sold for the second course ; the 
reduction in number was partly due to falling off of interest, but chiefly to the 
prevalence of influenza which prevented attendance. Two more of these 
lectures are yet to be given, after which examinations will be held. A temporary 
library for the course was obtained by putting together a selection of books 
from the high school library and the public library bearing on the subject, 
which was cared for by high school pupils ; to this were added some forty 
dollars worth of books purchased from the proceeds of the course. Several sets 
of works like Fyffe's Modem Europe, Muller's History of Modern Europe, etc., 
were purchased by persons attendmg the lectures. Several smaller groups held 
weekly studies, and much interest was manifested. The lectures were held at 
intervals of two weeks. They have been quite popular and many have 
done considerable home-reading." 

Mr. A. H. Viele, President of the Duluth Centre, writes : " The Duluth 
Local Centre of University Extension was organized on the 7th of October, 
1891. After the usual delays attendant upon such efforts, arrangements were 
made with Professor William W. Folwe'll, LL.D., of*the University of Minne- 
sota, to give a course of twelve lectures on the " Principles of Economics," 
commencing on November 14th and continuing on each Saturday night there- 
after until the completion of the course. One hundred and eighty tickets were 
sold for the course at $3.00 each. The maximum attendance was one hundred 
and twenty-five, and the minimum sixty. Saturday night was selected for the 
lectures in the hope that a class could be reached that had leisure on no other 
night. In this we were successful. The novelty of the movement and the 
somewhat formidable terms, necessarily used, somewhat deterred the members 
from prominent action. The interest maintained surprised Dr. Fowell, and 
was highly gratifying for a first attempt, but none of the members took the 
examination. All of the expenses connected directly with the course were 
defrayed from the sale of tickets which was unusually gratifying. The expenses 
of organization, etc., were borne by some of the individual members. At the 
end of this first course in February, it was considered best to postpone a further 
course until the fall of 1892, when the interest can be revived and doubtless 
more practical results' obtained. We have good reason to expect the 
assistance the faculties of Chicago University and of our own State Univer- 
sity, but the expense, owing to our locality, mu-t be comparatively great. 
Among the expenses of our first course was the rental of a room which we hope 
to have furnished free of charge for our next course." 



University Extension. 



WILL UNIVERSITY EXTENSION STARVE THE 
COLLEGE STAFFS ? 



i i /©S we must account for every idle word, so," said 
J^ Franklin, " we must for every idle silence." The 
Universities seem to have taken this truth to heart. If the 
time has come for a propaganda on behalf of higher teach- 
ing they will embark on it. If there is need for effort it 
shall be made. If culture is to stand in the dock on the 
charge of exclusiveness — a serious charge in democratic 
days — judgment shall not go by default. Learning 
shall show itself alive to public needs, responsive to 
popular aspirations, hospitable, considerate, expansive. 
Existing in the public interest, culture shall not fail to 
reciprocate public sympathy. And what institutions can 
better express this sympathy, as becoming as it is sincere, 
than the Universities which were founded to safeguard 
learning and promote it 

This is not sycophancy or self-advertisement. It is 
the natural outcome of the self-adaptive pliancy of a living 
institution. Culture is not of essence exclusive. It is 
only exclusive where it feels that it is not understood. Im- 
pecuniosity, not conscious virtue, made Grub Street give 
itself the airs of a close corporation. Culture prefers, if 
anything, to sun itself, to walk abroad in good clothes, to 
chat with the passers-by, to enjoy, as Renan says, lasympa- 
thie de son siecle. The culture which keeps you at arm's 
length has generally some reason for disliking closer 
24 



3/0 UNIVERSITY EXTENSION. 

inspection. " Seeming wise-men make shift to get opinion." 
But sound culture has bonhomie. It hkes give and take. 
It knows that if " reading maketh a full man and writing 
an exact man, conference maketh a ready man." In former 
days, then, a group of learned men knew themselves to be 
a garrison fighting, for learning at any rate, if not for life. 
What wonder that they lost urbanity and neighborly ways ! 
But now, that the wind has changed, who shall blame them 
for unbuttoning their coats ? 

But can culture afford to be sociable ? Ought it to go 
about and meet the world ? What will happen to its house 
when it is outside enjoying the air ? Is it not like the 
pinched mother of a struggling family, too closely tied to 
home duties to go gadding from place to place like a person 
of quality ? Was not the old rule best, after all, and did 
not the prickly manner which used to keep strangers at 
their proper distance really protect the hidden virtues of 
thrift and devotion to private duty and unmurmuring 
self-sacrifice ? 

This is the gist of the kindliest and most temperate 
piece of criticism to which the friends of University Ex- 
tension have recently had to listen. Mr. George Herbert 
Palmer* fears that we shall starve the college staffs, " The 
organizers of the Extension movement," he says, speaking 
of America and not of England, " despairing of finding 
.among us competent unattached teachers, have turned at 
once to the colleges ; but the colleges are a very unsafe sup- 
sport to lean upon." Not because the teachers are inefficient, 
but because they are busy. And then the writer breaks 
out into a vivid, dramatic sketch of the modern professor's 
life. We see the worried creature at every hour of his 
crowded day. We watch his hasty snatches at study, his 
vain attempts to assimilate an ever-growing pile of books. 



*ln the Atlantic Monthly for March, 1892. 



COLLEGE STAFFS. 37 1 

the perpetual composition of lectures, their as perpetual 
revision. It is his unhappy lot, as Bastiat put it when he 
recalled the fruitless but unceasing labors of Sisyphus, 
pratiquer le Sisyphismc. Studies are interrupted by pupils, 
and pupils by college meetings. Correspondence with 
other colleges is succeeded by the management of his 
seminary, the preparation of examination papers by the 
correction of exercises, one duty jostling another and 
leaving the poor man neither quiet nor elbow-room. " And 
if, at the end of a hard-worked day he can find an hour's 
leisure he must still keep his door open for the students or 
fellow-officers to enter." How can a man like this, asks 
Mr. Palmer, spare time for University Extension ? 

The answer is plain enough. He cannot spare it at 
all. He is overworked as it is. Any college of which 
Mr, Palmer's description is true is under-manned, and its 
responsible authorities should take immediate steps to 
increase their staff. How this can be done is another 
matter. An outsider, ignorant of these mysteries, might 
suggest the wisdom of an appeal to public liberality. In 
such a case, a request for subscriptions is the best form of 
University Extension, 

But whether or no Mr. Palmer's account of an Ameri- 
can professor's life applies to all American colleges, it is for 
those who know the facts to say. The description may be 
true in a number of cases, and yet leave a margin of pro- 
fessional capacity still free for Extension work. At all 
events any one who is fam.iliar with the workings of Uni- 
versity Extension will heartily agree with Mr. Palmer's 
contention that " a movement which places its reliance on 
the casual teaching of overworked men is condemned from 
the start." Such a scheme is not only worthy of con- 
demnation ; it would be practically inoperative. Extension 
audiences will not pay for tired service. A teacher who is 
a drudge at home would be dull on the platform. 



372 UNIVERSITY EXTENSION. 

But it is because Mr. Palmer refers to English experi- 
ence that I venture to make these comments on his article. 
For he has to meet a tactical difficulty in his argument. 
University Extension has succeeded in England. In what 
regard, then, do American so differ from English conditions 
that success in the one country fails to bespeak success in 
the other ? Not that your University Extension system is, 
as Mr. Palmer would seem to regard it, a purely foreign 
importation. America has had peripatetic teaching for 
generations. It is the classic home of the lecture. The 
novelty of the new movement lies in the organization of 
peripatetic teaching by the University instead of by the 
lecture bureau. But, in this expansion of University influ- 
ence we English have followed you in half the system which 
you have now on your part enlarged by judicious adapta- 
tions from us. We have enjoyed copartnery in this enter- 
prise. Why then should the whole systern flourish with 
us, and only half of it with you ? This is the difficulty 
which Mr. Palmer has to meet. 

He meets it, as he raises it, in a speculative manner. 
The American Society for University Extension has met it 
in a business-like spirit as an affair of practical organization. 
Solvitur ambidando. But Mr. Palmer argues otherwise, and 
one of his English readers, cordially acknowledging the 
friendly nature of his criticism, asks leave to reply to him. 
" In England," he says, " many more persons of the 
upper classes become trained as specialists than can find 
places as University teachers. There thus arises a learned 
and leisured accumulation which capitally serves the coun- 
try in a new educational need. On this accumulated stock 
of cultured men — men who otherwise could not easily bring 
their culture to market — the Extension movement draws. 
These men are its teachers — its permanent teachers, since 
there are not competing places striving to draw them 
away." 



COLLEGE STAFFS. 373 

Mr. Palmer is inadequately informed. University Ex- 
tension would never have succeeded in England had it not 
been for the devoted service of about six brilliant teachers. 
Of these at least four repeatedly rejected, some of them 
still reject, flattering offers of promotion and preferment. 
It is misleading to speak of the real makers of our English 
University Extension as having stepped out of the ranks 
of the academically unemployed. Any one of them could 
have commanded a college market for his culture. Between 
them they have made a new vocation which is indeed, from 
llie point of view of the unemployed graduate, already 
overcrowded, but which would provide at short notice a 
sufficiently remunerative occupation for men of the calibre 
of its pioneers. 

" Sufficiently remunerative." These words are the key 
of the situation. The leading lecturers of University Ex- 
tension are not the leavings of any profession, academic or 
otherwise. Monetary interest would draw them elsewhere, 
to the bar, to the pulpit, to the House of Commons. But 
University Extension teaching has an interest of its own 
which men of a certain kind, so long as they can live on 
their lecture fees, prefer to keep for a time in preference to 
an ultimately larger income from a duller life. It is a 
question of temperament. Many a man whom a college 
would like to keep as a teacher prefers the freedom, the 
scope, the adventure — call it what you like — of an Exten- 
sion lecturer's life. If he feels this let him choose the life 
which he prefers. In my own judgment, things being as 
they are with us in England, he chooses the better part. 
But I frankly admit he does not choose the part which is 
best paid — in coin. Mr. Palmer will ask, however, " Does 
he not, however, injure the college by leaving it?" I do 
not think so. He is serving his college by representing it 
to the public ; by enlisting public sympathy for it ; by 
making the public understand what not only that one col- 



374 UNIVERSITY EXTENSION. 

lege but all colleges are founded for ; by, in an intellectual 
sense, saving souls. And his place at college ? Who will 
fill that ? The next man on the list. Demand of this kind 
excites supply. It is easier to fill an ordinary college chair 
than to find an ideal Extension lecturer. And then Mr. 
Palmer says that " in America there are more educational 
positions than trained men." I presume him to signify a 
dearth of suitable^ not of any, candidates. That is to say, 
if University Extension needs (and experience shows it to 
need) for its leading teachers men of at least the rank of 
college teachers, it does not follow that Extension will have 
to share their services with the college proper. Of the two 
proffered careers the required type of man will at least as 
often as not prefer the Extension. He may prefer politics,, 
he may prefer journalism, he may feel constrained to take 
holy orders. Extension has lost more good men to any 
one of these three callings than to academic preferment. 
But it has not found others to fill their places by any such 
easy device as drawing on the supply of the academically 
unemployed. 

In English, as in American Universities, the overwork 
of individual teachers is by no means unknown. So far 
as this overwork is due to want of funds (with us it is 
more frequently traceable to excess of zeal), I imagine 
that the best remedy for the distress is to stimulate public 
or private munificence by interesting the community in the 
fortunes of the overpressed institution. Once convince the 
public that an institution is doing its work well, and in a 
wealthy community financial help, if needed, will soon be 
forthcoming. But there is no better way of interesting 
people in a University than by extending its operations to 
the doors of the people whose sympathies we desire to 
engage. 

Not that this task should be imposed on men already 
overworked. Such men would discharge it with lassitude 



COLLEGE STAFFSi 375 

or with the overstrained excitement which equally marks 
fatigue. For the duty of peripatetic exposition, the hard- 
pressed professor must find a colleague. But want of funds 
need be no obstacle to his appointment, for an Extension 
lecturer earns his own living. 

But even the busy college teacher (and perhaps in 
America as in England it is not all college teachers who 
are too busy to undertake some extra-mural work) can 
with us find opportunity of showing his practical sympathy 
for, and giving his valuable aid to, University Extension. 
At our summer meetings, for example — an excellent insti- 
tution which we have made free to borrow from you — the 
visitor will find some of our busiest college teachers giving 
a lecture or two as a pleasant holiday task. And, j^ear in 
year out, such men render valuable service on the Delega- 
cies or Syndicates which direct from the central Univer- 
sity offices the multiform activities of University Exten- 
sion. " Neither the agencies for extending the University 
nor indeed for the most part the studies extended," says 
Mr. Palmer, " are found at the English Universities at all." 
One who knows the machinery of University Extension in 
England rubs his eyes in astonishment at this declaration. 
So far as I am aware, only one out of the fifty subjects 
taught in our Extension system is not taught in the Univer- 
sity itself, and that exception will probably cease in a 
twelve-month. "A small syndicate, or committee, appointed 
from among the University officers, is the only share the 
University has in its business," adds Mr. Palmer. A glance 
at the Extension papers published by the University of 
Oxford will show how laborious the work of the University 
organizers cannot fail to be, and how intimately each 
centre is, by the very purpose and nature of the system, 
linked to the University from which it draws its teachers. 
Not a course of Oxford lectures is given but at least twenty 
communications pass between the local organizers and the 



3/6 UNIVERSITY EXTENSION. 

central office in the University. And this is only one of 
many reasons why the name " University Extension," so 
far from being (as Mr. Palmer thinks), "misleading and 
barbaric, " is not only prescribed by long tradition but is 
vivid and appropriate. michael e. sadler. 

Oxford, April 2^, iSgz. 



THE UNIVERSITY EXTENSION CLASS. 



J^HE University Extension class presents at least two 
^-^ distinct types. The more common, and where Uni- 
versity Extension is newly established probably the more 
useful type is found in the class held after the lecture in the 
presence of nearly or quite the entire audience. The dis- 
cussions are on subjects suggested by the lecture of the 
same evening. The lecturer spends comparatively little 
time in criticism of weekly exercises — generally only so 
much as the class fails to occupy with other discussion. 

The class of the second type is held before the lecture, 
or if after the lecture in a separate room, or if in the same 
room after a short interval, during which all who are not 
desirous of enrolling as students are expected to retire. 
The conditions of class membership are made more onerous 
and the profit to the individual student is undoubtedly 
greater. This discussion is confined mainly to subjects 
suggested by the lecture of the preceding week or fortnight, 
and is based largely on the weekly exercises. 

The popular class is admirably fitted to accomplish 
certain desirable ends. It may be necessary in any given com- 
munity to attract for the Extension courses such a degree 
of public attention as will make it possible to secure favora- 
ble newspaper notices, to insure the sale of additional 
tickets, to overcome the opposition of particular elements 
in the community, which for any reason may have assumed 
a hostile attitude towards the movement in general, or 
towards the course which is in progress. Skillfully man- 
aged, the popular class may be made to attract a high 
degree of public attention. Prominent citizens may be 



$7 8 UNIVERSITY EXTENSION. 

induced to participate in the discussions. Indeed, if the 
class is conducted in such a manner as to allow it they gen- 
erally need no special inducement. The hostile elements 
may be propitiated more easily by courteous treatment in 
public debate than by any other means. That which is said 
plainly by the critic before the very audience that has lis- 
tened to the objectionable teaching will seldom be said 
again in the press or elsewhere. If reserved for other 
channels it is invariably taken as a criticism on the Exten- 
sion movement. If the objection comes out in class dis- 
cussion, however, it is itself a feature of that movement, and 
the University Extension course must henceforward be 
judged as including the statements of both lecturer and 
critic. 

Secondly, it may be desirable to create in the com- 
munity at large a more accurate impression of the char- 
acter of a particular branch of science, or of a particular 
system of doctrine for which the lecturer is interested in 
winning wide acceptance. The elements of the science or 
the main points of the new system are concisely presented 
in the lectures of the course. But the hearers have not 
had sufficient time to grasp them thoroughly. The 
lecturer is aware of this, and knows pretty accurately what 
points need to be dwelt upon before his point of view will 
be really gained by the students. The abler members of 
the class will ask just those questions or state just those 
objections which furnish proper occasion for the additional 
discussion. It is surprising with what uniformity the 
different centres will act in the situation described and with 
what assurance the lecturer may count upon hearing the 
desired questions. The popular class discussion is obvi- 
ously the one suited to this kind of teaching. The needs 
of the students are practically identical, and are to be met 
by a prolongation of the lecture, which, under such circum- 
stances, the class really is, rather than by the introduction,. 



THE UNIVERSITY EXTENSION CLASS. 379 

when the lecture is ended, of a radically different method 
of instruction. 

All this is eminently desirable in its proper place, and 
we might easily lengthen the list of situations to which the 
kind of class work under consideration is adapted. But it 
will be more profitable to examine the function of the class 
of the second type. It has its own distinct uses, not the 
least of which is that it gives better opportunity for the 
University professor to employ, if he desires, the methods 
which he uses in his own seminar. Within the University 
the lecture and the quiz hold their own as approved 
methods of imparting instruction and testing results, but 
the most valuable part of the instructor's work is done 
either in the formally organized seminac or in the informal 
conferences with students. Here earnest inquiries are put 
direct to the instructor by the student who wishes to have 
clearer ideas, and who, by careful self-examination, has 
determined just where his knowledge is deficient. The 
impromptu question asked, often from mere idle curiosity, 
as soon as the lecture is finished, has little significance ; but 
the question asked after careful consideration, it may be 
after extended investigation, indicates a preparation for the 
choicest morsels of instruction. Such questions make 
little display in a popular class. They are a message from 
soul to soul, and show that a private line of communication 
between teacher and learner has been, or profitably may be, 
established. 

The smaller class, in which the lecturer — or teacher as 
he should be called here — comes to know something of 
the attainments and needs of each student will become a 
necessity early in the history of most centres. Only a 
limited number of persons can be taught by a single lec- 
turer on this plan, but I am not aware that it has ever been 
necessary to turn away any who really desired to under- 
take the work which can reasonably be required from 



380 UNIVERSITY EXTENSION. 

students in such a class. Probably where the number of 
such students is considerably augmented the funds for the 
support of courses will be augmented also, and the num- 
ber of class teachers may be increased. It is essential to 
genuine class work that the ijumber of students for each 
instructor be very much less than the average number 
enrolled thus far in the popular class. When University 
Extension is without local support, and the fee for each 
student is placed as low as one dollar for a course of six 
lectures and classes, the number enrolled can scarcely be 
less than one hundred and fifty, and will usually be greater. 
If encouraged to do so by an entire absence of any other 
assigned duty than that of respectful attention by far the 
larger part of those sufficiently interested to attend the 
lectures will remain for class discussion, particularly if the 
same subjects are discussed in the class as in the lecture 
of that evening. A certain prestige is gained by the lect- 
urer whose classes are largely attended, and if no attempt 
is made to do any class work other than that for which the 
popular class furnishes suitable conditions there is at least 
no great harm done. But for actual teaching a class of 
even one hundred is utterly unwieldy, and disappointment 
surely comes when the lecturer attempts in a class organi- 
zation of the popular type to accomplish results similar to 
those which a teacher placed face to face with a dozen stu- 
dents may hope to accomplish. In the class, if it has a 
place in the system at all, we may look for educational 
results distinct from that work of awakening and inspiration 
which properly belongs to the lecture and its natural 
appendage the popular class. 

How utterly different are the tactics of the class from 
those suited to any part of the dealings with the general 
audience. In both cases questions are asked and answered, 
but in the former the questions come from students ; in 
the latter from the professional talker. In the first the lee- 



THE UNIVERSITY EXTENSION CLASS. 38 1 

turer must be continually on his guard considering himself 
rather a party to a forensic struggle than a University lec- 
turer qualified to instruct in his own department of Science. 
In the smaller class there is no less need for keen discrimi- 
nation in answer, for accuracy of statement, and of logical 
form ; but there is less to tempt either party into the 
region of mere dialectics, to put questions that are merely 
shrewd, and to give answers that serve no other purpose 
than to enhance the lecturer's reputation for ready 
repartee. In a word, there is greater inducement to 
welcome truth from whatever source. 

Lecturers who are on circuit will frequently be able to 
hold both an afternoon conference for class work, criticism of 
papers, and personal interviews with students ; and after 
the lecture a popular class discussion of the ordinary type. 
Nothing in what has been said should be interpreted as 
adverse to this plan. It brings excellent results, and is the 
only complete solution of the difficulties inherent in the 
educational organization of the local centre. Unfortunately, 
the limited time which the lecturer who is absorbed in 
university duties can give to the centre each week puts this 
complete solution out of the question in the majority of 
cases, and it becomes necessary to choose between the two 
varieties of class, or to take from each for the actual class 
such features as may seem desirable. There are as yet no 
traditions of binding force, and in the future development 
of University Extension we may look for the evolution of 
a class organization better adapted to all purposes than any 
yet used. 

For the present, however, only exceptional conditions 
will justify the popular class as a complete substitute for the 
more modest but more effective type. The utility of the 
one will be exhausted rapidly under normal conditions, 
while the other will become with every new course more 
useful to the student and to the community. The smaller 



382 UNIVERSITY EXTENSION. 

class reveals at once the true teacher and the true student, 
stripping the mask from the pretender in either position. 
Its tendencies are to bring teacher and pupil nearer together, 
while the artificial barriers imposed by the presence of an 
audience, and all the attendant conditions of the popular 
class, become, in many cases, almost insurmountable. 

Finally, it must be admitted that the difficulties referred 
to in this paper are more noticeable in certain subjects, as 
history, economics, politics, and perhaps literature, than in 
scientific art, or mathematical courses. Possibly, in some 
ideal centres made up solely of students, and choosing 
courses in which all students are interested, no difficulties 
of any kind have been encountered. B^t somewhat dili- 
gent inquiry has failed to discover any lecturer who has 
thus far been even fairly satisfied with his experience in 
Extension classwork, and although we may reasonably look 
for as great success eventually in the class as we have in 
many quarters found in the lecture, it is tolerably certain 
that the dissatisfaction with this feature of outside Univer- 
sity teaching will deepen before it disappears. 

EDWARD T. DBVINK. 
University of Pennsylvania, May, jSgs. 



BIBLICAL WORK IN UNIVERSITY EXTENSION. 



Xn this day when all eyes arc fortunately turned upon the 
Bible, and when nearly all the American colleges feel it 
necessary to respond to the demand for instruction in the 
Bible, and instruction of a very much higher order than 
once was wont, it is not strange that the leaders in the 
University Extension movement, who conceive it to be their 
office to supply what the people need and want, should direct 
their attention to this attractive field. The higher educa- 
tion, in which the masses are now showing an eager interest, 
applies to many subjects, and to none with more need than 
the Bible. People are no longer satisfied with such a study 
of Biblical literature as would be a mere smattering in 
any other field. They desire to see the same scientific 
methods of research used here, and they are eager for the 
results which come from such study. They are looking to 
the University Extension movement to give them important 
aid in this subject. 

In Philadelphia such Biblical study as I have referred to 
had been carried on for a year by the Local Board of the 
American Institute of Sacred Literature before the Univer- 
sity Extension work was fairly begun and for another year 
side by side with it. In order to enlarge the field of useful- 
ness, and to avoid opposition or even friendly rivalry, it 
was thought best by the men who were interested in both 
lines of study to join hands. A joint committee was 
appointed to manage this department experimentally for one 
year. That year has just closed, and we propose now to 
give a summary of courses of study followed. 



384 UNIVERSITY EXTENSION. 

Four courses were offered in Biblical Greek and 
Hebrew, to be given only in case ten students applied for 
each course. Three of these classes were subsequently- 
organized. Professor Gifford has taken a class of twelve 
over the elements of Biblical Greek. The course com- 
prised thirty lessons, and those who at the beginning did 
not know one Greek letter from another are now able to 
read any part of the Gospel of St. John with ease. The 
instructor reports that the ladies, who comprised the 
majority of the class, did the best work. This ought to be 
an encouragement to hundreds of Sunday-school teachers 
to take up the study of the Bible in the original tongues. 
The common obstacle that proper instruction can only be 
found in the college or theological seminary is now done 
away. 

A course of twenty lessons in advanced New Testa- 
ment Greek has been given by Professor Gould, of the 
Episcopal Divinity School, of this city, to a class of thir- 
teen. They have read the book of Revelation, paying 
close attention to the philological and historical exegesis. 
The men in this class have done good work and have 
accomplished their double object — to review the New 
Testament Greek as a language, so as to acquire greater 
facility in the daily use to which they need to put it ; and 
to study the principles of exegesis in a practical way under , 
a skillful and experienced teacher. 

In Hebrew but one of the courses offered was applied 
for by the required number. It was gratifying, however, 
that the applicants for Hebrew were largely laymen. 
Professor Jastrow, of the University of Pennsylvania, gave 
twenty-four lessons in the elements of the Hebrew language, 
doing for the class essentially what Professor Gifford did 
for that in Elementary Greek. It seems incredible to those 
who have never tried the experiment that any knowledge 
of a language like Hebrew can be acquired in such a short 



BIBLICAL WORK IN UNIVERSITY EXTENSION. 385 

time ; but with the modern methods of teaching a working 
knowledge of the language can be had in a few lessons, if 
the student will have the patience to master the initial 
steps. 

Why should not ministers use their Hebrew Bibles as 
freely as their Greek ? It is not more difficult, and the 
motive in each case is the same. The time is coming, and 
apparently soon, when a second-hand knowledge of the 
Old Testament, derived solely from the English version,, 
will not serve the purpose of the clergymen; such courses 
as we offer will enable those who will to prepare themselves 
for the new order of things. 

Why should our Sunday-school teachers be limited to 
the English Bible ? For many it is doubtless necessary, 
but not for all. One of the great needs of the day is more 
thorough and scientific work in the Sunday-school. The 
time is rapidly passing away when it is considered sufficient 
for the teacher to retail a few pious reflections on the 
lesson, hastily gathered up from some " commentary or 
lesson help. There are many who are anxious for the 
equipment for the new order of teaching, and a knowledge 
of the Bible in the original tongues will soon be a more 
general possession than it is at present. 

But there is left the vast majority of Christian people 
who will never be able to study their Bibles in the origi- 
nal. Their wants should be chief in the minds of those 
who are undertaking to educate the masses. The study 
of the English Bible has been the first object of the joint 
committee. Three courses of lecture-studies have been 
given during the past year. . Professor Peters, of the Uni- 
versity of Pennsylvania, has given a course on the Poetry 
of the Hebrews. The aim of the lecturer was to show the 
character of Hebrew poetry, which differs very much from 
the poetry with which we are familiar, and to study by way 

25 



3>iO UNIVERSITY EXTENSION. 

of illustration large sections of the poetry of the Old Testa- 
ment. 

Professor Lyon, of Harvard University, gave two lec- 
tures designed to show what hght the Assyrian records 
throw on the Bible. The very interesting Tell-el-Marna 
tablets formed the subject of one lecture, and the picture of 
Palestine before the Exodus was striking and instructive. 
The second lecture was on the great literary period of 
Assyrian history. 

President Harper, of the University of Chicago, gave 
a course of lectures, which were repeated in a second centre. 
His subject was the early chapters of Genesis. The large 
numbers who attended these lectures got an insight into 
the great burning questions about the Pentateuch which 
are exercising Biblical scholars so much to-day. The time 
has come when the intelligent laity want to know some- 
thing of these great problems themselves. The right, nay 
the duty, to investigate is now generally recognized. More 
knowledge is asked for, and it has been our desire simply 
;to satisfy that wholesome desire. 

It was expected to conduct at least one course in the 
Uew Testament in English, but it was not found practicable 
this year. That is a most important part of the field, and 
we shall hope to enter it largely next year. 

Thus it will be seen that we have had in mind " all sorts 
and conditions of men," and have endeavored to offer some- 
thing to all that were shut off from the college and semi- 
nary. We feel deeply gratified and greatly encouraged 
by the interest shown in this part of our work. We hope 
in the future to reach still larger classes as the character of 
this department becomes more generally known. 

L. W. BATTEN. 

Fhiladelphia, May 20tk, 



ECONOMICS V. 



ART L — Production. 
VII. Labor. — Muscular and mental exertion are chief 
agencies in the production of commodities. Muscular 
activity presupposes a certain degree of rational direction, 
LABOR while the highest degree of mental activity 
AND INTEL- rcmaius subject to the necessity of receiving 
LICENCE, bodily support, in which is included muscular 
action. The term labor is sometimes used in a broad 
sense to designate all human exertion directed toward 
productive ends. Even in its broadest use, however, labor 
cannot include the mental faculties themselves ; it can refer 
only to the bodily activity which is a condition to the exer- 
cise of those faculties. Intelligence is clearly to be dis- 
tinguished from the labor which it directs. It is true that 
a man's labor must be guided in part by his own intelligence, 
but it introduces needless confusion to class intelligence, 
therefore, as a form of labor. In the study of production it is 
important to discover not how many agencies are united 
under the control of the individual producer, but what 
agencies there are. Not how many different sources of 
income are open to a single person, but what is the explana- 
tion of the possibility of income — what are the active forces 
that unite to produce wealth. 

The real importance of labor has been much obscured 

by two equally persistent but equally vain attempts to 

unduly exalt its significance. The attempt has been made 

first to find in the amount of labor that has been 

TERRORS CON- expended upon the production of an article an 

CERNING 1 i. X 

LABOR explanation of its present value; but the attempt 

has failed to supply either a satisfactory economic 

theory of value or a practical guide to its measurement. 



3S8 



UNIVERSITY EXTENSION. 



It has been attempted secondly to show that wages are or 
should be in proportion to the actual sacrifice involved in 
the labor for which wages are paid. Without anticipating 
further the discussion of distribution and of individual 
income, it may be said that the sacrifice at most measures 
the cost of such labor to the laborer, not its value in the 
market, and can account therefore only for a minimum share 
in distribution — a minimum to which any considerable body 
of producers seldom sinks. 

Labor, then, bodily exertion involving some degree of 

sacrifice either of pleasure or comfort, is an essential in all 

wealth production. Labor in all its forms either 

WHAT ^ T-v- 1 

LABOR produces or resists motion. Displacement of 
"°^^" material bodies or a rearrangement of their parts 
is the utmost that human effort can accomplish.^ It is seldom 
that the entire series of motions which the production calls 
for is accomplished by human labor alone. When bodies 
have been placed in the proper situation natural forces ope- 
rate through machines in the same way as through the 
human body. Invention is continually transferring new 
portions of the series to machinery, but the necessity for 
labor remains. The increased use of machinery has not 
and probably will not cause a sufficient increase in the 
amount of wealth produced to meet the new wants devel- 
oped with social progress. We may look for fewer hours 
of labor each day for those whose working day now greatly 
exceeds the limits of efficiency ; we may look for a release 
fron?. brutalizing forms of labor ; but it is scarcely possible 
that there will be a decrease in the aggregate demand for 
labor, a decrease, in other words, in the advantage which 
society will realize from the possession of a high degree of 
human energy ready to be applied to industrial labor. 

-1 Man has no other means of acting on matter than by moving it. Mill, 
Principles of Political Economy— People's Ed., p. i6. See also Gide and 
Fawcetl on this subject. 



ECONOMICS. 389 

Looking again upon labor as a moving of material 

bodies, it will be seen that its efficiency depends upon — ist, 

r.r.r.Tr-,^^Xr tHc Quantitv of motion produced ; 2d, the preci- 

EFFICIENCY ■*■ * ■*■ 

OF sion of the motion ; 3d, the certainty that the 
LABOR, niotion will be produced at the right time and 
with sufficient rapidity ; 4th, the certainty that the motion 
will be in the right direction, or, more generally, that of 
several possible motions exactly the right one will be made. 
The quantity of motion which the individual laborer can 
produce — the number of times that he can repeat the series 
of motions for which his position in the industrial mechanics 
calls — depends upon the quantity and quality of his food, 
on the clothing and shelter with which he is provided, and 
on the other conditions of a high degree of human energy, 
some of which were enumerated in the section on that 
subject. 

Precision, promptness, rapidity and the degree of 

judgment necessary to guide the workman in the selection 

of tools and of the right use to be made of them at 

TRAINING ° 

AND the moment when they are to be used — these are 
EDUCATION, qy^jj^-igg which require training and systematic 
encouragement. We are not concerned here with the in- 
telligence necessary to invention, to discovery or to that kind 
of superintendence which requires frequent decision of new 
questions, least of all with the intelligence necessary to 
initiate new industries or to modify seriously the methods 
of production employed in those already established ; but 
with the qualities necessary in any efficient labor, even when 
directed by others. Whatever may be said of the higher 
types of intelligence, it is certain that by proper training these 
qualities maybe developed in every class to some extent. The 
industrial efficiency of the nation would be vastly increased 
if by schools of manual training, technological schools, by 
courses in the public schools in cooking, sewing, carving, 
drawing, singing, by systematic courses in athletics, and by 



390 



UNIVERSITY EXTENSION. 



every other possible means, the future workingmen, that is 
to say all women and men, were taught more completely 
the use of their bodies, were trained to keep theif- organs 
under better control, and to move them with grace and pre- 
cision, and, when necessary, with promptness, rapidity and 
force. The attempts at this kind of instruction have been 
numerous, but seldom continued for a sufficient time or in- 
troduced over a sufficient area to afford any test of its effi- 
cacy. We need a State policy of popular education framed 
with this pressing industrial need in view, applied persis- 
tently without too careful regard to local prejudices, and 
including adequate provision for systematic training of the 
teachers in the courses which they would be expected to- 
add to those already given. 

VIII. Intelligence. — It is not sufficient for wealth- 
production that motion be imparted to particles of matter, 
even if that motion be well adapted to accom- 
GENCE A plish its immediate end. What bodies shall be 
PRODUCTIVE moved ? What degree and what kind of motion 
shall be applied ? What combinations of motion 
are necessary to produce the desired commodity ? These 
questions must be carefully decided before the point is 
reached when labor can be applied in production. Dis- 
covery of the essential relations between the various pro- 
ductive agencies, invention of new processes and guidance 
of the forces utilized are the three principal functions of 
intelligence in production. A modification of the economic 
environment suddenly leaves too much capital in one 
branch of industry, and leaves unused opportunity for 
profitable investment in another. It is the function of 
intelligence to discover these facts and to cause a transfer of 
capital and productive power to the new channels. Intelli- 
gence finds new forms of potential energy in nature^ 
discovers methods by which waste may be reduced, 
discovers new sources of raw materials and new markets; 



ECONOMTCS. 391 

* 

for products. Industries which were in favorable position 
in every respect for successful competition have at times 
failed entirely because.of their inability to dispose economic- 
ally and promptly of the commodities produced. This fact 
would be considered only in the study of the distribution 
of wealth, except for the loss entailed on society by this 
waste of productive power. An added degree of intelli- 
gence applied at the right place would complete the group 
of agencies operating in these industries and render the 
entire group effective. 

The activity of intelligence always takes the form of 

rendering a decision, as that of labor takes the form of 

producing motion. But just as the efi:ciency of labor 

depends on many circumstances affecting the 

CONDITIONS , ... ... r.i 1 1 .1 1 

T.,■,^.^,,T.T^ bodily condition of the laborer, so the soundness 

FAVORING •' ' 

HIGH DE- of the judgment rendered depends on the 
GREEOFiN- physical condition of the person who renders it. 
TELLiGENCE. ^^^ ^^^^ which intelligence plays in production 
assumes greater importance as the ideals of society become 
higher and more complex ; as the stability of credit, the 
appreciation of future welfare, the influence of moral and 
religious motives become more firmly established. These 
conditions, favorable to a higher grade of intelligence, are as 
capable of cultivation as are the conditions favorable to 
efficient labor. It is possible for society to produce men 
physically capable of energetic and efficient labor. So also 
it is possible to produce men capable of organizing and 
directing their own industry. Those who place themselves 
in opposition to liberal public provision for general higher 
education and for such elementary and secondary instruc- 
tion as shall lead up to it by an easily trod path are favor- 
ing a monopoly of the most important productive agency 
in the hands of the few whose private funds can supply the 
necessary intellectual training. There is no necessity for 
such a monopoly. The capitalists and the class endowed 



392 ' UNIVERSITY EXTENSION. 

with superior intelligence have been identified in economic 
theories because, as a matter of fact, the State has usually- 
provided in so niggardly a manner for general education of 
even an elementary character that none others than the 
children of wealthy capitalists could be placed in a favorable 
position for the development of their intellectual powers. 
Even to this day in England, where the older political 
economy arose, although there are excellent elementary 
schools, and though a university education is comparatively 
inexpensive, there are no regular means provided to prepare 
even the brightest student of the elementary school for 
university study. ^ 

We need a more aggressive State policy not merely in. 
elementary education, but in University teaching as well. 
The systematic extension of University teaching to every 

community -by means of public funds is the only 
EDuomoN completely justifiable policy of higher education 

for the State to adopt. This would not secure 
intellectual equality for its citizens, but it would practically 
insure that all the widely varying abilities of the communi- 
ties should be brought to light, that fewer of the intellectual 
powers of society should be wasted, that intelligence 
in production should be contributed by hundreds where 
it is now contributed by scores. Intelligence is de- 
veloped under a system of inequality of opportunity by 
the unsatisfactory method of placing monopoly gains in the 
hands of a small class, thus bringing opportunities of cul- 
'ture to its members. It would be developed more naturally 
and completely under a democratic system, which by taxa- 
tion of monopoly gains, by reduction of waste, and if neces- 
sary by a voluntary sacrifice of present comfort on the part 

iThe most pressing educational problem of the near future in England is the 
reorganization of secondary insruction in such a way as to bridge over this 
period. In America the better class of High Schools connect the elementary- 
school directly with the State Universities. 



ECONOMICS. 393 

of all citizens would provide means for placing adequate 
educational facilities within the reach of every citizen. 

IX. Organization of Industry. We have now com- 
pleted our brief survey of the individual productive agen- 
cies ; we have seen that strictly speaking the only agencies 
are the physical forces which produce motion, 
AGENCIES ^^^ ^^^ motives which influence man's will lead- 
ing him to cause certain motions to be made 
rather than others ; yet under the license of figurative lan- 
guage we may classify those agencies as land, capital, labor, 
and intelligence ; /and, since there is no getting access to 
natural forces except through land ownership or rental ; 
capital, since the ownership of future goods is essential to 
the present producer; labor, since human labor sup- 
plies whatever physical force it is impossible or imprac- 
ticable to secure from land and the agencies controlled by 
its owners ; intelligence , the most convenient collective term 
for the human, faculties, active in production and determin- 
ing its amount and character. 

In actual industry we see these agencies only in combi- 
nation. We see also different persons combining their efforts 
as producers. It is easier to classify the persons than to 
classify the agencies. A rough classification of producers as 
PRODUCERS capitalists and laborers early becomes popular 
CLASSED. 2s\^ is retained in ordinary use. After other quali- 
ties than those necessary for the accumulation of capital 
and for the application of physical strength to materials 
become prominent, this classification becomes inaccurate 
and misleading. Attempts to rectify it by differentiating 
the landlord and then the entrepreneur, or manager of 
industry, from the capitalist class, afford only a partial rem- 
edy, for to an increasing extent individual producers unite in 
themselves the control of two or more agencies, and espe- 
cially those who furnish labor are seen to be capable of fur- 
nishing also the capital, the intelligence and such control 



394 UNIVERSITY EXTENSION. 

of natural forces as the industry in which they are engaged' 
may require. We are compelled finally to abandon 
the attempt to analyze production by classifying producers 
as persons, and to resort to a study of the efficient agencies 
without regard to the arrangements, whether legal or physi- 
cal, which place the control of those agencies in one place 
rather than another. 

The organization of industry jpegins with the earliest 

forms of industry. As new features develop they appear 

within the organization. There is no industry 

ORGANIZATION • , • i , -r. ^ .1 

OF except organized mdustry. ±5ut the organiza- 

iNDusTRY. ^Jqj^ becomes more complex as society develops 
new wants and increases its productive power. The most 
prominent features of this more complex organization are 
first, an extension of the division of labor ; second, an 
increased localization of industry or territorial division of 
labor ; third, a tendency to production on a larger scale,, 
and fourth, the development of specialized machinery and 
skill. 

Organization is possible without very extensive division 

of labor, or differentiation. Producers may merely combine 

their powers to accomplish results which would be impossible 

without combination. But when the stage is 

DIVISION ° 

OF reached in which a person confines himself to 
LABOR. Qj^g occupation, instead of attempting to supply 
his wants largely by his own direct efforts, new methods of 
increasing productive power become possible. Much 
practice makes possible a high degree of dexterity. The 
experienced proof-reader, for instance, detects the smallest 
error, even the slight imperfection in a letter which the 
ordinary reader would overlook. With many repetitions 
the most difficult manual operation becomes easy, and if 
the workman cares to improve his skill, becomes more 
nearly perfect. Invention and discovery are encouraged by 
the sub-division of labor, and what is more important the 



ECONOMICS. ^Qt- 

inventions are more likely to be made by those engaged in 
the industries. In this way the possibility of a reward for 
invention becomes an inducement to more painstaking 
work. The division of labor further allows a better utiliza- 
tion of all grades of labor, giving to each so far as a proper 
division extends, as nearly as possible, the exact duties for 
which his strength and abilities thus qualify him. 

The localization of industry brings somewhat similar 

though more remote advantages. In some cases particular 

communities have developed the industries which they 

have established and fostered to a higher degree 

TERRITORIAL , m i i i i 

DIVISION than would nave been possible elsewhere, and 
°^ the total wealth product of the world is doubt- 

LABOR. , ^ 

less increased by such territorial sub-division. 
The causes by which the localization has been brought 
about are partly physical and partly the deliberate results 
of man's choice. " The iron industries of England first 
sought those districts in which charcoal was plentiful, and 
afterwards they went to the neighborhood of collieries. 
The Sheffield cutlery trade is due chiefly to the 
excellent grit of which its grindstones are made."^ The 
beet sugar in Germany, however, and the potteries of 
Trenton, N. J. , owe their existence to different causes. A 
slight disadvantage in physical conditions is more than 
compensated by the superior management and the more 
intelligent labor of those engaged in the industries. 

Combination and sub-division of labor do not exhaust 
the possibilities of organization. Both for the individual and 
,^„ ,^,^. for communities there are limits to profitable 

IDVERSIFICA- ... . . . 

TioNOF sub-division. The principle of diversification of 
INDUSTRY, jj^^^gj-j-y jg ^j^g i^g^ |.Q ^Q consciously adopted, 

but it has its own obvious advantages, which have been too 

1 Marshall : " Principles of Economics," Bk. iv, ch. x. Marshall sug- 
gests as other causes the patronage of a court ; and among the modem influ- 
ences tending to favor the localized industries he mentions the cheapening of 
the means of communication, the establishment of subsidiary industries, etc. 



396 UNIVERSITY EXTENSION. 

frequently sacrificed from failure to consider all features of 
the industrial situation. 

X. Conclusion. — The survey of production should 

lead to a clear conception of the source of the productive 

power of society. Modifying the phraseojogy 

PRODUCTIVE ^ ■' ° . . 7 

POWER of Mill^ to bring it more nearly mto conformity 
OF SOCIETY, ^j^j^ ^YiQ terms employed in the preceding dis- 
cussion, and reversing the order of enumeration that the 
sources may appear in the order of their importance, we may 
conclude that the productive power of society will be great 
when there exist : a. Active co-operation of society, es- 
pecially of the State, and consequent judicious direction of 
the social forces ; d. Conditions favorable to a high degree 
of energy, enterprise and moral trustworthiness; c. Serial 
methods of production — the outward indication of which is 
the presence of relatively large quantities of future goods ; 
d. Possession of abundant material resources. 

EDWARD T. DEVINE. 
iBk. I, Ch. vii. 



NOTES. 

A week of the Chautauqua session of 1 892, (July 18-23) '"'i^^ ^^ laiigely 
devoted to the subject of University Extension and will doubtless prove a very 
profitable occasion for all interested in Extension Teaching in this country. 

The work in psychology in the University Extension Seminary will be 
under the direction of Professor George S. Fullerton, of the University of 
Pennsylvania, assisted by Dr. Lightner Witmer, and Dr, William R. Newbold. 

The Connecticut Society for University Extension, in affiliation with the 
American Society, was organized on April 30th at Hartford. A full sketch of 
the Society and its plan of work will be given in the July issue of this 
magazine. 

The July number of University Extension will contain full reports of the 
work of the American Society during the present season, a list of local secre- 
taries of the centres under its auspices, and an account of the courses given in 
^ore than sixty centres. The names of those receiving certificates of the 
American Society during the current year will also be given. 

Mr. Lyman P. Powell, Ph. D., of Johns Hopkins University, has been 
elected University Extension Lecturer on History by the State University of 
Wisconsin. This is one of the first appointments of the kind made in the 
United States, and one which will be the forerunner of many others as the 
demand for Extension teaching becomes more and more general. 

The People's Institute, of Milwaukee, Wisconsin, has been seeking for 
some time a man to take charge of its educational work, which is now mainly 
organized in the line of Extension teaching. Owing to the lack of suitable 
men for such positions, the Institute has succeeded in its effort only after many 
months, and may now be heartily congratulated on having secured the services 
of Mr. F. W. Spiers, who has just received the degree of Doctor of Philosophy 
from Johns Hopkins University. Mr. Spiers will also give Extension courses 
on Economics under the auspices of the University of Wisconsin. 

SALARIES OF UNIVERSITY EXTENSION LECTURERS. ' 
The friends of the University Extension movement have seen from the 
beginning that the hope of making the work a permanent success depended, 
among other things, upon the possibility of offering a pecuniary return to those 
engaged in lecturing and organizing, which would compare favorably with that 
offered in other lines of educational work. The University Extension lecturer 
like other educationists, must be filled with a large measure of the missionary 
spirit if he would achieve the greatest success ; but if he is to give continuous 



398 UNIVERSITY EXTENSION. 

and considerable attention to his work he must, like the missionary, find in it 
the source of an income sufficient to keep him in good working order. 
Whether this is possible or not is one of the fundamental questions connected 
with the work. The experience of the American Society for the Extension of 
University Teaching, although brief, has been such as to offer great encourage- 
ment on this point. It demonstrates beyond a doubt that so long as there 
exists a good administrative mechanism for the general management of the 
work, a thoroughly qualified lecturer who throws himself with all his strength 
into the movement can count on an income of from $1,500 to ^3,000 per year. 
The exact sum earned will depend on the subjects selected, on the scholarship 
of the lecturer, on his power to present the subject in a forcible and pleasing 
way, and on his ability and willingness to utilize the manifold opportunities 
offered by the Extension scheme to increase the efficiency of his instruction. 
It is on this last point that the most striking differences among lecturers occur. 
Jt is here that the distinction between the man who is simply a scholar and 
the one who is also a teacher becomes most manifest. By observing this point 
one sees most clearly whether the lecturer has really grasped the vital 
distinction between University and University Extension instruction.^ The 
aim of the University Extension Seminary, to be opened under the auspices 
of the American Society in October of this year, will be directed especially 
toward training men along educational lines so that no matter what the 
.subject — whether chemistry, botany, political economy, literature or history — 
to which the lecturer wishes to devote himself, he can bring to the work of 
instruction in that subject all the aid which a consideration of educational 
problems and a knowledge of general educational work and methods can 
furnish. The man who shall have completed the work of the Seminary will 
be able to utilize all those subsidiary aids to his work which a full knowledge 
of the history of the Extension movement in England and this country will 
place at his disposal. They are very numerous and are so important that they 
may of themselves determine the success or failure of a lecturer.2 

A MODEL EXTENSION LECTURER. 
How successfully the work of University Extension may be done so as to 
insure a valuable educational result has been demonstrated in more than one 
instance during the last winter's experience throughout the country, and in 
each case of notable success it is plain that the broader the conception of the 
educational work to be accomplished the more striking has been the success. 
As an example of this fact the work of Mr. Edward T. Devine, Staff Lecturer 



^Compare " The University Extension Lecturer; what he should be and what he should 
do." By Edmund J. James. Publications of the American Society for the Extension ot 
University Teaching, No. 11, price 15 cents. 

^Compare the " University Extension Seminary " in the May number of this magazine, 
and the announcement of the Seminary elsewhere in this issue. 



NOTES. 399 

in Economics of the American Society may be adduced. A course of lectures 
on the subject of political economy is not by virtue of its name very attractive. 
This particular course was not announced until many of the centres had practi- 
cally selected their courses for the season, so that it was really begun under 
unfavorable auspices. In spite of this fact the course was called for some 
eighteen times during the season, though, owing to conflicts of dates, it was not 
possible to give it more than twelve times. The charge to the local centres 
was ^130.00 for the course of six lectures, besides the traveling expenses of the 
lecturer from Philadelphia. A circuit^ of five centres was-established, and the 
lecturer practically lived in the towns forming this circuit while he was deliv- 
ering the courses, and during this time the entire charge of his total expenses 
-was divided pro rata among the five centres. The centres were also respon- 
sible for all local expenses, such as advertising, printing of tickets, hire of hall 
and similar items. The average cost of the course to a local centre, everything 
included, was rather more than ^200.00. The centres were so well satisfied 
with the course that they have all expressed a desire to have it continued next 
winter. One of these courses was given in a small village of about 2300 
inhabitants ; another in a country school house where the audience was made 
up mostly of farmers, many of whom came five miles to hear the lectures. 
What were the elements which made this course a success ? It cannot be said 
that the subject in itself was popular, since very few local committees had put 
down this subject as among those desired. Nor was the subject treated in a 
popular,/. ^., a superficial way; for some of the most intricate and difficult 
questions connected with capital, interest, rent and wages were discussed. The 
secret of the success of the course, aside from the scholarly and scientific pre- 
sentation of the subject — Mr. Devine is a Fellow of the Wharton School of 
Finance and Economy, and has had the benefit of the tuition of such men as 
Conrad in Halle, and Patten in Philadelphia — ^lay in matters which many Uni- 
versity Extension lecturers consider incidental and of subordinate importance. 
In the first place, a very careful syllabus^ had been prepared. It was full 
enough to indicate the lines along which the presentation of the subject was to 
be made, and contained full references to volume and page of works to be 
read. An excellent list of books was prepared and printed at the beginning 
of the syllabus. Some of the centres were so impressed with this feature that 
they persuaded the town libraries to purchase the whole list and place them 
during the course where extension students could have free access to them. 
Mr. Devine met the students in some cases, for an hour a week in the library, 
and assisted them in learning to use these books. In the second place, the 



* For full account of the circuit system see University Extension, May, 1893, p. 344 

' Compare " The Ideal Syllabus,'' by H. W^ Rolfe, Publications of American Society, 
No. r8. Price, 10 cents. 



400 UNIVERSITY EXTENSION. 

class work.! was taken up in a serious manner, with the intention of utilizing its 
possibilities to the fullest extent in increasing the general interest in the work and 
the efficiency of the instruction. It was conducted sometimes before the lecture 
and sometimes after it. The exercises included criticism of the papers 
which had been submitted by students on subjects proposed by the lecturer; 
discussion of these criticisms; the answering of questions asked by the members 
of the class, and the further development of difficult points touched upon in 
the lecture. The efficiency of the work in some localities where there was 
no public library was greatly increased by the loan of a traveling library in 
economics which the Society has established for the use of centres. It was 
loaned to a centre for six weeks at the rate of thirty cents a volume, and the 
demand for it was much more general than one would have supposed. Finally, 
and this is a very important point, Mr. Devine conceived in a serious manner 
the opportunities open to him in an educational way by virtue of his position 
as representative, for the time being, of the University Extension movement. 
He met with the local committees and visited the individual members from 
time to time, so as to leave no possibility unused of informing them fully as to 
the scope, aims and methods of University Extension work. He excited their 
interest in educational matters in general, and it was no uncommon observation 
on the part of citizens where these lectures were given, that a new educational 
life and force had come into their community, which had manifested itself in 
many different ways, and would continue to work for a long time to come. 
Indeed, many people considered that this incidental result alone was worth 
many times the cost of the course to the town. Mr. Devine's work made such 
a marked impression on Mr. Sadler, the Secretary of the Oxford Delegacy for 
University Extension, when he visited this country in December last, that he 
invited him to deliver a course of lectures on political economy at the Oxford 
University Extension Summer School in August of this year. He was also 
invited to delivei an address at the Edinburgh Summer School, conducted by 
Professor Geddes, during the same month. 



1 Compare " The Class," by Edward T. Devine. Publications of the American Society, 
No. 15. Price 10 cents. 



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Number of courses consisting of 20 lectures each 2 



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2 " " 3 

Number of single lectures 2 

Total number of courses given 159 



I410 



List of Local Centres with Courses given at each during 
the Academic Years 1890=91, 1891=92 



The numbers refer to the Courses in the preceding table 



Association Local (Phila), 60, 25, 9, 
58, 29,9, 15, 50,42,41, 49. 33, 
46, II, 23. 

Bridgeport (Conn.), 11. 
Bridgeton (N. J.), II. 
Bristol, 55, 57. 
Bryn Mawr, 32, 31. 
Burlington (N. J.), 43, 55, 16. 

Camden (N. J.), 28, 52, 41, 50, 23. 
Carbondale, 36, II. 
Chambersburg, 38, 37. 
Chester, 48, 50. 
Chester Springs, 1 1 . 
Coatesville, 38. 
Columbia, 36, 37. 
Conshohocken, 53, 50. 

Doylestown, 34, 38. 
Downingtown, 48, 61. 

Frankford, 50, 53, i, 16, 2. 

Germantown, 25, 10, 7, ;}2t 42> 23. 
Gettysburg, 36. 
Green Ridge, 36. 

Haddonfield (N. J.), 6, 32, 52, 21. 
Harrisburg, 36, 37. 
Holmesburg, 52, 48. 
Honesdale, 36. 

Jenkintown, 50, 55. 

Kingston, 11. 

Lancaster, 11, 36, 37. 

Langhorne, 34. 

Lansdale, il. 

Lansdowne, 10, 50, 21, 1 lecture by 

H. J. Mackinder. 
Lebanon, 36, 37. 

Media, 44, 55. 
Moorestown (N. J.), 55, 4. 



Mount Holly, (N. J.), 43, 6, 57. 

New Century Guild (Phila.), 50. 
Newark (Del.), 26, 43. 
Newtown, 55. 

Norristown, 50, 26, 51, 52, 13. 
North Wales, 54. 

Phnenixville, 38, 34. 
Plymouth, II. 
Pottstown, 38. 

Reading, II, 38, 23. 
Roxborough, 18, 30, 24. 

Scranton, 36, 11. 

Sea Isle City (N. J.), 54. 

South Broad Street (Phila.), 53. 

Spring Garden (Phila.), 26, 12, 44, 

39- 
Swarthmore, 2 lectures by H. J. 
Mackinder. 

Toledo (O.), I lecture by H. J. 

Mackinder. 
Trenton (N. J.), 50, 31, 45, 51, 17. 

United Club and Institute (Phila.), 
54- 

Vineland (N. J.), 16. 

Wagner Institute (Phila.), 8,40, 20, 

27. 13. 39. 30. 50. 4, 52- 
Wayne, 38, 14. 

West Chester, i, 48, 24, 50, 39. 
West Philadelphia, 53, 26, 3, 13, 41, 

6, 59, 4. 
Wilkes-Barre, ll. 
Wilmington (Del.), 19. 
Winchester (Va.), 38. 
Wissahickon Heights, 26, i, 47, 20, 

39. 
Women' s Christian Association 

(Phila.), 39, 56, 5. 
Wyoming, 35. 

York, 36. 



INDEX 



Academy of Science, al St. Paul, U. 
E, work of, 28, 1 24.* 

Adams, Ephraim Douglas, 284. 

Adams, Henry C, 267, 268, 

Adams, Herbert B., 27, 30, 31, 32, 
62, 64, 122, 316, 317. 

Adams, John Quincy, 166. 

Adams. Thomas, 343. 

Agassiz, Elizabeth C, 63, 

Albany, Convocation of July, 1890, 
U. E. at, 30, 31. 

Aldrich, T. B., 146. 

Algebra, course in, 402. 

Allan, G. W., 198. 

Allen, E. H., 283. 

Allen, Edward A., 284. 

Allis, E. P., 240. 

American Institute of Sacred Liter- 
ature, and U. E., 28, 334. 

American Society for the Extension 
of University Teaching, organi- 
zation, 21; motto, II; purpose and 
method, 1-4; endowment, 11-15; 
pioneer work, 1 6; its first season, 
19; publications, 30; meeting of 
Local Secretaries, 96; first Annual 
Meeting, 198; and the first Na- 
tional Conference, 201-206. 

Anderson, Rasmus B., 197, 269. 

Andrews, E. Benjamin, 27, 48, 269. 

Angell, James B., 165. 

Appleton, John Howard, 50. 

Arnold, Edwin, 320. 

Arnold, Matthew, X. 

Astronomy, course in, 409. 

Atwell, Charles B., 29, 

Austin, Cyrus B . 270. 

Australia, U. E. in, 198, 232. 

Austria, U. E. in, 16, 29, 122, 166. 

Ayres, Brown, 268. 

Bailey, Edgar Henry Summerfield, 

284,289. 
Bailey, William Whitman, 48, 
Baker University, and U. E., 294. 



Baldwin, Ward, 199. 

Barker, George F., 161, 401. 

Barnes, C. R., 317. 

Barnard, E. E., 264. 

Barrow, John U., 189. 

Batten, Loring W., 386. 

Bauer, 29. 

Beardsley, Arthur, 237. 

Beecher, Willis J., 127. 

Beers, 281, 

Bell, 338. 

Bemis, Edward W., 164. 

Berry, 118, 119. 

Betton, Frank H., 281. 

Bevier, Louis, 27. 

Biblical Institute, and U. E., 126. 

Biblical work in J. E., L. W. Bat- 
ten on, 383-386. 

Bigelow, R. B., 239. 

Birge, E. A., 240, 316, 317. 

Birnes, William P., 237. 

Bissell, E. C, 127. 

Black, William H., 63, 205, 239. 

Blackmar, Frank W., 163, 196, 284, 
294, 302. 

Blackwell, James Shannon, 283, 
288. 

Blake, Lucien I., 163, 196, 281, 
284, 285, 288. 

Blanion, J. P., 284. 

Bocock, Willis Henry, 302. 

Bodleian Library, U. E. students 
admitted into, 100. 

Bonney, C. C, 166. 

Botany, 403, 406 ; Summer School 
in, W. P. Wilson on, 108-1 14. 

Boughton, Willis, 31, 32, 63,88, 401. 

Bourne, Henry E., 238. 

Bouton, Emily, 268. 

Bowdoin College, and U. E , 302. 

Bowersock, J. B., 280. 

Bowman, George S., 197. 

Boyesen, H. H., 128, 304. 

Branch Society, history of a, 16, 20. 

Brandram, loi. 



* University Extension is abbreviated to U. E. 

412 



INDEX. 



413 



Brasher, J, A., 268. 

Breckinridge, W. C. P., 28. 

Brent, E P., 332. 

Brooks, Phillips, 28. 

Brown, Elmer E., 221, 235. 

Brown, Francis, 127. 

Brown University, Extension Teach- 
ing at, 236; J. H. Appleton on, 
48-50; W. H. Tolman on, 302. 

Brownell, WiUiam C, 128. 

Bruner, Alfred C„ 196. 

Bryn Mawr College, and U. E., 18. 

Bryce, James, 133. 

Buck, George M., 302. 

Buckham, Matthew H., 238. 

Budd, H. I., 239. 

Buehrle, R. K., 126, 238. 

Bumpus, Hermon C, 48, 49, 236. 

Bunyan, 304. 

Burnham, J. M., 284. 

Burnham, Sylvester, 127. 

Burroughs, George S., 127. 

Butler, J. D., 215. 

Butler, Jr., N., 267, 274. 

Buttz, H. A.. 268. 



California, U. E. in, 122, 364. 

Calvin, Samuel, 268. 

Cambridge, and U. E., XIV, 337 ; 

Summer Meeting at, 144. 
Camden, N. J., U. E., 18. 
Canada, U. E. in, 84, 165, 197; T. 

Adams on, 337-343- 
Canadian Society for U. E., 197. 
Canfield, Arthur Graves, 284, 290. 
Canfield, James H., 279, 280. 
Canvass, Local, 403. 
Cappin, 197. 
Carhart, David, 268. 
Carhart, Henry S., 363. 
Carleton College, and U. E., 28. 
Carruth, W. H., 283, 284, 288, 290, 
Centre, See Local Centre. 
Chamberlin, T. C, 312, 313, 316, 

321,322,323, 324. 
Chambersburg, Pa., and U. E., 333. 
Chapman Henry E., 205, 302. 
Chautauqua, 98, 241, 329, 397; U. 

E. at, 31 ; England and, 204; 

J. H. Vincent on, 204. 
Chemistry, course in, 403. 
Chicago, University of, and U. E , 

293. 368. 



Chicago Society for University Ex- 
tension, organized, 30 ; C. Zeublin 
on, 273,275 ; and the University 
of Wisconsin, 323. 

Church, and U. E., J. S. Macintosh 
on, 303. 

Cincinnati, U. E. in, 122, 199. 

Circuits, formation of, 84, 85; H. 
W. Cortland on, 194; W. C. 
Robinson on, 344-350. 

Citizens, education of, H. J. Mac- 
kinder on, 245-249. 

Clark, Orrin B., 164. 

Clarke, F. E.,241. 

Class, The U. E., Edward T. De- 
vine on, 205, 377-382; J. H. 
Penniman on, 305-310. 

Cleveland, U. E, in, 28. 

Cleveland Society for U. E., E. O. 
Stevens on, 276, 277, 

Coleman, Layton, 62, 238. 

College Instructors, value of U. E. 
Work to, XV. 

College Staffs, and U. E., M. E. 
Sadler on, 369, 376. 

Colleges, U. E., 107; H. W. Cort- 
land on, 190-195. 

Collins, Churton, 333. 

Colorado, U. E. in, 28, 267, 

Colorado State College, and U. E., 
28. 

Columbia, Pa., U. E. in, 348. 

Compton, Henry W., 268. 

Conference, U. E., the first National 
201-206; and the World's Colum- 
bian Exposition, 166. 

Connecticut, U. E., in, 196, 303. 

Connecticut Society for U. E., 397. 

Conrad, 119. 

Contemporary Club of Madison, 
Wis., lecture courses of, 315. 

Cooper, 128. 

Copenhagen, University of, and U. 
E., 31. 

Coquelin, 128. 

Corse, F. M., 238. 

Cortland, Henry W., 195. 

Cost, general and local, of U. E. 
I1-14. 

Coulter, John M., 93, 159, 164, 165. 

County Councils, and U. E., 102, 
103; and the spirit's tax, 137. 

Courses, unit, W. Boughton on, 
82-88; some typical, 158-162; 



414 



UNIVERSITY EXTENSION. 



courses given 1890-92,401-411; 

expense of, see Fees. 
Cox, 342. 

Crawley, E. S., 326, 364, 366, 402. 
Creighton, 334. 
Crew, Henry, 160, 402. 
Cross, J. L., 268. 
Cunningham, 153. 
Current Literature, U. E. in, 29, 31, 

32, 62-64, 93-95. 199. 237, 267, 

269, 302, 332, 333, 336,365. 
Curtis, George William, 63. 

Dalton, Asa, 62. 

Daly, W. S., 268. 

Davenport, Charles B , 238. 

Daves, E. G., 128. 

Davies, Fanny, loi. 

Dawson, William, 342. 

Day, B. C, 239. 

Day, L. W., 2b8, 276. 

DeGarmo, Charles, 29, 30, 124, 160, 

166, 198, 237, 361. 
Delaware, U. E. in, 18. 
Demmon, Isaac N., 236, 267, 268, 

Demolins, M., 364. 

Dendy, 332. 

Denmark, U. E. in, 16, 31. 

Denver, University of, and U. E., 

28, 267. 
D'Ooge, Martin L., 165. 
Devine, Edward T., 81, 157, 163, 

183, 200, 205, 229, 237, 266, 271, 

3o», 335. 3S5»364.- 366,382, 396, 

398, 399. 400, 402. 
Dewey, Melvil, 30, 95, 197, 205, 

239. 356. 
Dicey, 130. 
Dimm, J. R., 237. 
Dixon, Brandt V. B., 268. 
Dockstader, Charles J., 276. 
Drexel Institute, 18, 236. 
Douglas, Waller C, 29, 136, 145, 

204, 272. 
Dow, James J., 367. 
Dowling, F. M., 239. 
Dubbs, Joseph H., 237. 
Duluth, Minn , U. E. in, 368. 
Dunlap, C. G., 196, 284, 288, 290. 

Economics, Edward T. Devine on, 
222-229, 261-266, 295-301, 351- 



355. 387-396, 402. See also. 
Political Economy. 

Edgar, J., 237. 

Education, essential differences of 
elementary and higher, W. T. 
Harris on, 5-10; French Ministry 
of, investigates U. E. in England, 
122, 137. 

Electricity, courses in, 402, 403. 

Elementary School, Universities and 
the, E. E. Brown on, 218, 221. 

Eliot, C. W., 60. 

Ely, Richard T., 322. 

Emporia Normal School, and U. 
E., 294. 

Endowment of U. E., II-15. 

England, U. E. in, 16, 17, 82, 168; 
M. E. Sadler on prospect of U. 
E. in, 33-40; W. C. Douglass on 
recent development of U. E. in, 
136 145; spirit's tax in, 137; Thom- 
as Adams on U. E. in, 337-343. 

English Miners and U. E., J. U. 
Earrow on, 184, 189. 

Estabrook, Charles E., 313. 

Ettinger, George T., 237. 

European Countries, functions of the 
ministry of education in, IX. 

European History, J. H. Robinson 
on educational value of, 1 29-135 ; 
course-s in, 401, 403. 

Expense of a U. E. Course, 13. 

Farmer, 102. 

Farmers' Institutes of Wisconsin, 

312-315. 
Fees for Extension courses, 13. 
Fell, Thomas, 198-239. 
Ferguson, Henry, 238. 
Ficklen, John R., 238. 
Fisher, George E., 326, 402. 
Fisher, George P., 238. 
Fisk, John, 128, 367. 
Fleming, Sanford, 198. 
Flower, 364. 

Folwell, William W., 368. 
Ford, Henry A., 236. 
Fortier, Alcee, 268. 
Foster, Charles F., 237. 
France, Ministry of education in, 

investigates U. E. in England, 

122, 137. 
Franklin and Marshall College, and 

U. E., 237. 



INDEX. 



415 



Freeman, J. C, 197, 239, 317. 
Fullerton, George S., 397, 402. 

Gardiner, S. R., 248. 

Gardner, Ida M., 29, 107, 165, 184, 

197, 268, 403. 
Gardner, Lilian Lee, 303. 
Gatch, T. M., 62. 
Gates, Merrill E., 62, 196. 
Geddes, 364, 400. 
Geology, courses in, 401, 407, 
Georgia, U. E. in, 302. 
Gettysburg, Pa., U. E. in, 349-. 
Giddings, F. H., 366, 403. 
Gifford, 384. 
Gilbert, George, 166. 
Gilchrist lecture fund, 143. 
Gilder, Joseph B., 167. 
Gilman, D. C, 310. 
Gilman, Theodore, 126, 304, 310. 
Gilmore, J. PL, 304. 
Gould, E. P., 127, 384. 
Grant, James, 196. 
Green, D. I., 239. 
Green, William Henry, 127, 
Greene, F, A., 303. 
Grime, R. W., 239. 
Gross, 364. 
Guttenberg, Gustav, 268. 

Haddonfield, N. J., U. E. in, 18. 

Hadley, H. S.. 280. 

Hall, G. Stanley, 235, 238. 

Hand, William J., 166. 

Harper, William R., 127, 273, 293, 

334, 386. 
Harris, Edward L., 268, 276. 
Harris, William T., VIH, 5, 63, 99, 

203, 238, 261. 
Harrison, Frederic, 99. 
Harrisburg, Pa„ U. E. in, 346. 
Hart, Emma V., 303. 
Harter, George A., 239. 
Hartigan, J. W., 236. 
Hartranft, F. B., 238. 
Hartwell, S. T., 302. 
Harvey, John I., 236. 
Hatch, William E., 238. 
Haverford College, and U. E., 1 8. 
Hays, H. E., 239. 
Hayes, Rutherford B., 28. 
Head, E. L., 47. 
Head, Franklin H., 274, 
Henderson, C. H., 164, 403, 



Henderson, C. R., 236. 
Henderson, George, 30, 128, 363. 
Henrotin, Mrs. Charles, 274. 
Himes, Charles F., 237. 
History, American, 405, 407, 408, 

409. See also Mace, Turner, etc. 
History, European, J. H. Robinson 

on educational value of, 1 29-1 35. 
History, courses in, 401-409. 
Holland, W. J., 268. 
Hollander, J. H., 239. 
Holmes, O. H., 280, 
Home Reading Union, 141. 
Hooper, Franklin W., 239, 
Hoover, S. R., 197, 237. 
Hopkins, E. M., 284, 290. 
Houston, William, 198, 341. 
Hovey, E. O., 239. 
Howe, James Lewis, 164, 
Howell, J. R., 239. 
Howson, 118. 
Huling, Ray Greene, 362. 
Hunnicutt, James B., 302. 
Huntingdon Hall, lectures at, 149. 
Hyatt, Charles E., 337. 
Hyde, Edward W., 199. 
Hyvernat, Henri, 128. 



Illinois, U. E. in, 29, 30, 267. 
Indiana, U. E. in, 123, 196, 165. 
Indianapolis Society for U. E., 164. 
Ingram, J. K., 364. 
Introduction, by Edmund J. James, 

VII-XIX. 
Iowa State University, and U. E., 

163, 268. 



Jackson, A. B. Williams, 304. 

James, Edmund J., XIX, 62, 124, 
136, 165, 198, 205, 217, 241, 260, 
270, 273, 276, 335, 340, 359,398. 

James, George Francis, 31, 55, 61, 
62,63, 126, 165, 166, 270. 

Jastrow, Jr., Morris, 128, 384. 

Jenks, Jeremiah W., 27, 303. 

Jenks, 332. 

Jesse, Richard H., 192. 

Johann, Carl, 239. 

Johnson, W. H., 403. 

Johnston, John, 240. 

Johnston, W. P., 64, 73, 94, 164, 

Jones, J. C, 284. 



4i6 



unive;rsity extension. 



Jones, Lewis H., 165. 
Judson, Harry Pratt, 196, 331, 367, 
368. 

Kaighn, R. P., 238. 

Kansas, U. E. in, 163, 164, 196; F. 

W. Blackmar on U. E. in, 278. 

294. 
Kansas City, U. E. in, 123, 163. 
Kansas City Society for University 

Extension, 196, 283-288. 
Kellogg, F. L., 280. 
Kentucky, U. E. in, 122, 164. 
Kerr, D. R., 205, 239. 
Kerchner, J. E., 126, 237. 
KiefFer, John B., 237. 
Kilcoursie, 196. 
Kinley, David, 239. 
Knapp, W. E., 270, 

Lacey, E. S., 335. 

Laflamme, Abbe, 198, 342, 343. 

Lake, Edward, 198. 

Lake Forest University, and U. E., 

30- 

Lancaster, Pa., U. E, in, 347. 

Lebanon, Pa., U. E. in, 347. 

Leclerc, M. Max, 202. ' 

Lecturer, a model Extension, 398. 

Lecturer, the U. E., Edmund J. 
James on, XV-XVII, 207-217, 
250-260; the prob.em of the Ex- 
tension lecturer and the Uni- 
versity lecturer compared as to the 
previous training of their audi- 
ences, 208-210 ; as to length of 
time at their disposal, 210-212; 
adult character of Extension audi- 
ences, 212; main object of U. 
E. not to produce scholars, 213; 
real character of the Extension 
lecture, 214-217; the syllabus, 
250-25 1; the paper work, 251-252; 
the class, 252-255; the lecturer 
as an educational missionary, 255- 
260, XVI, value of the work to 
the lecturer, XV. 

Lecturers, salaries of, 397; schedule 
of, for 1890-91, 1891-92,401-410. 

Lee, Leslie A., 238. 

Leggett, M. D., 276. 

Leipziger, Henry M., 269. 

Liboy, Jr., William, 239. 

Light, course on, 403. 



Literature, courses in, 401, 404-409. 
Local Centre, expenses of, 13, 14; 

how to organize, 21-26; list of, 

and courses at, 1890-92, 411 ; M. 

E. Sadler on the organization of, 

202. 
Lodge, 91. 

London, U. E, in, 17, 139. 
London Society for Extension of 

University Teaching, 93, 125, 143. 
Loomis, H. B., 240, 317. 
Loos, 268. 

Louisiana, U. E. in, 71-73, 268. 
Low. Seth, 30, 267. 
Lowell, Augustus, 149. 
Lowell, Lawrence, 149, 
Lowell, Percival, 149, 
Lowell Institute, Lilian Whiting 

on, 146-150. 
Lyon, 386. 

MacAlister, James, 18, 64, 204, 237, 
361. 

Mace, W. H., 164, 303, 304. 

McGill University, and U. E. 342. 

MacBride, Thomas Houston, 268. 

McClumpha, Charles, 304. 

McDiarmiad, H., 239. 

McDowell, WiUiam F, 267. 

McGaw, J. A., 268. 

Macguire, P. J., 269. 

Macintosh, John S., 203, 271. 

Mackinder, Halford J., 62, 124, 127, 
128, 249, 267, 334, 364, 366, 403. 

McKmght, W. W., 161. 

Macleester College, and U. E., 28. 

McMaster, John Bach, 161, 404. 

McPherson, John H. T., 197, 302. 

McVeagh, Franklin, 28, 30, 274. 

Maine, U. E. in, 302. 

Manhattan Agricultural Society, and 
U. E., 294. 

Manly, W. G., 284. 

Markby, William, loi, 102. 

Marsh, T. P., 270. 

Martin, Alexander, 283, 288, 

Martin, S. A., 238. 

Marvin, F. O., 284. 

Maryland State Teacher's Associa- 
tion, and U. E , 31. 

Mathematics, U. E. work in, E. S. 
Crawley on, 325, 326. 

Melbourne University, and U. E., 
198, 232. 



INDEX. 



417 



Meloy, Andrew D. , 237. 
Merrill, W. A., 239, 270. 
Michigan, U. E. in, 165, 236, 267, 

302, 363. 
Mifflin, H., 196. 
Miller, Edgar G., 239. 
Miller, Ephraim, 284, 290, 302. 
Miller, Walter, 284. 
Milligan, William, 239. 
Milwaukee, U. E. in. See People's 

Institute. 
Miners, English, and U. E., J. U. 

Barrow on, 1 84- 1 89. 
Minnesota, U. E. in, 28, 124, 330, 

367, 368. 
Missouri, U. E. in, 123, 163, 196, 

283-288. 
Mitchell, Edward C, 239. 
Mitchell, John L., 239. 
Mitchell, Ormsby, 67. 
Money, S. Sherwood on, 407. 
Monona Lake Assembly, 320. 
Moore, W. W., 237. 
Morey, William C, 154. 
Morley, T-, 337- 
Morris, Charles, 302. 
Morrison, W. H., 313, 314. 
Morris, I. H., 280. 
Motter, Murray Gait, 237. 
Moulton, Richard G., 18, 48, 52, 

63, 79, loi, 158, 203, 334, 364, 

365. 404- 
Miiller, Max, 338. 
Munro, Wilfred H., 50, 87, 125, 

165, 205, 238, 269. 
Murray, James O., 159, 404. 
Myers, John A., 236. 
Myers, Philip Van Ness, 199. 

National Conference for U. E., the 

first, 201-206. 
National Educational Association, 

W. T. Harris's address before 

meeting of 1890, 5-10; meeting of 

1891,31. 
National Home Reading Society, 

102. 
Neighborhood Guild, 167, 168. 
Newberry Library, U. E. at, 272. 
Newbold, William R., 397. 
New Century Club of Wilmington, 

Del., and U E., 18. 
New Jersey, U. E. in, 18. 
New^Orleans, U. E. in, 71-73. 



New York, U. E. in, 31, 164, 167, 

197, 205, 269, 303, 304, 364; 

legislative appropriation for U. 

E., 30. 125, 
Newton Heber, 235. 
Newton, William Wilberforce, 235, 

238. 
Norfolk, England, U. E. in, 140. 
North, H. N., 196. 
Northwestern University, and U. E., 

29. 30. 332, 
Norton, Thomas Herbert, 199. 
Notes, 27, 62, 93, 122, 162, 196, 

235, 267, 302, 332, 363, 397. 
Noyes, George H., 240. 
Notting, Charles Cleveland, 268. 

Oak Park, U. E. at, 274. 

Ogden, Howard N., 205, 236, 239. 

Ohio, U, E. in, 31, 196, 199, 268, 
270. 

Olney, Charles F., 268, 276. 

Olson, Julius E., 240, 317. 

Ordway, John M., 268. 

Organization, local, 405. 

Osborne, S. F., 63. 

Oxford, U. E. work of, XIV, 17, 
139, 332; annual report for 1891, 
89-92; summer meeting, 29, 122 
144, 184; Ida M. Gardner on the 
summer meeting of 1891,97-107. 

Paget, Canon, 335, 338. 

Palmer, George Herbert, 370, 371, 

372,373.374,375. 376. 
Palmer, Thomas W., 236. 
Pancoast, Henry S., 366, 404. 
Park College, and U. E., 394. 
Parkinson, J. B., 197, 240, 316, 

317- 
Parsons, E. C, 302. 
Patten, Simon N., 200, 269, 361, 

399. 

Patton, Francis I^., 18. 

Payne, 367. 

Peabody, 30. 

Peck, A. T..304. 

Pennmian, Josiah H., 310, 405. 

Pennsylvania, U. E. in [^See Phila- 
delphia, Reading, American So- 
ciety, etc.), 13, 16-20, 31, 126, 
128, 163, 166, 196-198, 200, 235, 
237, 268, 344-350. 365; State 



4i8 



UNIVERSITY EJXTBNSION. 



Teachers' Association and U. E., 

31- 

Penny, George B., 284. 

People's Educational Union of Vi- 
enna, 166. 

People's Institute of Milwaukee, 
Wis., and U. E., 30, 163, 239, 

3»7. 397- 

Pepper, William, 17, 18, 60, 124, 
198, 271, 335. 

Peters, John P., 128, 334, 385. 

Phalmann, August, 237. 

Philadelphia, U. E. in, 13, 16-20! 
branch of the American Society, 
84, 96. 

Philips, George M., 362. 

Phillips, F. C, 268. 

Philputt, A. B., 239. 

Physics, courses in, 401, 403, 408 

Political Economy, introduction to 
U. E. study of, Edward T. De- 
vine on, 151-157, 178-183. See 
Economics for continuation. 

Powell, Lyman P., 397. 

Powell, York, 91. 

Pratt, F. B., 239. 

Princeton College, and U. E., 15. 

Prizer, Charles S., 238. 

Psychology,- course in, 402. 

Public schools and U. E., 204. 

Public support for U. E. See State 
support. 

Purinton, D. B., 239. 

Purinton, G. D., 284. 

Putnam, Herbert, 367. 



Raine, Charles D., 239, 

Raub, Albert N., 239. 

Raymond, S. P., 239. 

Reading, Pa., U. E. in, 163, 200. 

Reed, George E., 62. 

Reyburn, John E., 63. 

Reynolds, F. B., 236. 

Rhawn, Wilham H., 335. 

Rhoads, James E., 198. 

Rhode Island, U. E. in, 48-50, 125, 

165, 236, 269, 302. 
Richards, M. H., 237. 
Riggs, J. G., 304. 
Roberts, R. D., 338. 
Roberts, William C, 30. 
Robinson, D. H., 284. 
Robinson, James Harvey, 135. 



Robinson, W. C, 235,269, 350, 405. 
Rogers, A. J. 240. 
Rogers, Henry Wade, 30, 270, 273, 
Rogers, Robert W., 127, 237. 
Rolfe, Henry W., 205, 234, 271, 

335. 364, 399. 406. 
Ross, Edward A., 123, 275. 
Ross, G. W., 340. 
Rothermel, John J., 237. 
Rowley, Charles, 98. 
Roxborough, Phila., U. E. in, 17. 
Royce, Josiah, 128. 
Ruso, James M., 303. 



Sabin, Henry, 63. 

Sadler, Michael E., 40, 62, 123, 144, 

145,164, 191, 197, 202,272,334, 

366, 376, 400, 407. 
St. Paul, Minn., U. E. in, 28, 124, 

330- 

St. Timothy's Workingmen's Club 
and Institute, and U. E., 17. 

Salaries of U. E. lecturers, 397. 

Salisbury, 317, 318. 

Sanders, Thomas J., 270. 

Sanderson, Burdon, 335. 

Sanford, M. L., 205, 239. 

San Francisco, U. E. in, 122. 

Sayre, L. E., 284. 

Scaife, Walter B., 268. 

Scaife, W. Lucien, 268. 

Schmauk, Theodore E., 197, 237. 

Schools, elementary and the univer- 
sities, E. E. Brown on, 218-221. 

Scott, Austin, 198. 

Scott, Fred. N., 363. 

Scott, W. B., 159. 

Scott, William H., 270. 

Scudder, Doremus, 273. 

Sedgwick, Arthur, 334, 338. 

Seeley, J. A., 304. 

Seminary, the U. E., 356-362; 
originates in the scarcity of lec- 
turers and organizers, 356-359 > 
objects, to study (i) the move- 
ment, 359 ; (2) organization, 360; 
(3) to afford opportunities for 
specialization, 361 ; members' 
duties, 361 ; list of instructors for 
1892-93, 361 ; program, 362. 

Sham and the real in U. E., C. F. 
Thwmg on, I75-I77- 

Sharpless, Isaac, 198, 361. 



INDEJX. 



419 



Shaw, W. Hudson, 124, 203, 246, 
334, 362, 365. 

Sherley, Frederic, 239. 

Sherwood, Sidney, 335, 366, 407. 

Shorey, Panl, J 50, 407. 

Short, Robert, 238. 

Shrader, William, 284. 

Signer, Isaac N., 303. 

Skeat, W. W., 308. 

Skidmore, Sydney T., 32. 

Slocum, 164. 

Slocum, Jr., William F., 270. 

Smead, Isaac D., 268. 

Smead, Mary, 268. 

Smith, Alexander, 165. 

Smith, Donald A., 198. 

Smith, Goldwin, 198. 

Smith, G. C. Moore, 121. 

Smith, H., 313. 

Smith, W. B., 284. 

Smith, W. W., 239. 

Smyth, Albert H., 166, 407. 

Snow, Francis H., 279. 

Social Reform, U. E. and, XI-XIII. 

Society, branch, history of a, 16-20. 

Society to Encourage Studies at 
Home, 94. 

South, U. E. in the, W. P, Johnston 
on, 65-73. 

South Kensington College, 139. 

Southwest, U. E. in the, F. W. 
Blackmar on, 278-294, 302. 

Spaeth, A., 334. 

Spangler, H. W., 366, 408. 

Speirs, F. W., 397. 

Spencer, Robert C., 30, 239, 317. 

Spirit's tax for U. E. in England, 1 37. 

SprouU, William O., 199, 205, 239. 

Stahr, John S., 198, 237. 

Staley, Cady, 268. 

Stanley, 196. 

Starr, J. S,, 126. 

State, its relation to U. E., J. M. 
Coulter on, 165. 

State support to U. E, local, county 
councils, 102, 103, 137; general, 
Illinois, 29, 30; Iowa, 163; 
Kansas, 164, 278-294; Michigan, 
165, 235, 236, 267, 302, 363; 
Minnesota, 124, 330, 367, 368; 
Wisconsin, 123, 163, 311-324. 

State Teachers' Association of Mary- 
land, 31 ; of Ohio, 31 ; of Penn- 
sylvania, 31. , 



Stedman, G. W., 303. 

Stephen, Leslie, 339. 

Stevens, Emerson O., 276, 277. 

Stevens, W. C, 284. 

Stevenson, Sarah Y., 128. 

Stewart, Seth T., 127. 

Stiles, Charles W., 239. 

Strahan, Charles Morton, 302. 

Strauss, Oscar, 28. 

Strong, James W., 62. 

Stuart, J., 337. 

Stubbs, Joseph B., 270. 

Students' Association, 26, 127, 231, 

350, 418; in Great Britain, G. C. 

Moore Smith on, 115-121. 
Sugden, E. H., 332. 
Sulllivan, John, 283. 
Summer Meetings. See Oxford, 

Cambridge, Wisconsin, etc. 
Summer Schools in Botany, W. P. 

Wilson on, 108- 1 14. See also 

Summer Meetings. 
Sunday-school system, founded by 

Robert Raikes, 41. 
Super, Charles W., 239, 336. 
Swarthmore College, and U. E., 18. 
Syllabus, the ideal, H. W. Rolfe on, 

205, 230-234. 
Symonds, J. A., 334. 



Teachers, and U. E., G. F. James 

on, 56-61. 
Templin, Olin, 284, 290. 
Tennessee, U. E. in, 164. 
Thomas, Ralph W., 339. 
Thompson, J. Arthur, 264. 
Thompson, R. E., 161, 366, 408. 
Thorpe, Francis Newton, 1 61, 408. 
Thwaites, R. G., 316. 
Thwing, Charles F., 28, 177, 196, 

268, 276, 277. 
Ticknor, Anna E., 94. 
Toledo U. E. Society, 268. 
Tolman, H. C, 317. 
Tolman, William Howe, 302. 
Trenholm, William L., 335. 
Tubbs, Arnolds, 332. 
Tucker, 332. 
Tulane University and U. E., 71, 72, 

94, 268. 
Turner, E. N., 236. 
Turner, Frederick J., 197, 239, 317, 

324- 



420 



tTNiVl^RSI'I^Y :ex'rE;NsiON. 



Unit Course, W. Boughton on, 

82-88. 
United States, U. E. in. See the 

individual States. 
Universities, and the elementary 
schools, E. E. Brown on, 218- 
221 ; Edmund J. James on servi- 
ces of U. E., to, XIV ; Edward 
T. Devine on the influence of U. 
E. upon, 74-81. 
Universities, State, and U. E., of 
Illinois, 29, 30; of Iowa, 1 63; 
of Kansas, 164, 278-294; of 
Michigan, 165, 235, 236, 267, 
302, 363 ; of Minnesota, 124, 
330, 367, 368; of Pennsylvania, 
17, 18, 71, 128; of Wisconsin, 
123, 163, 311-324. 
University instructors, value of U. 

E, lecturing to, XV. 
University of Chicago, and U. E., 
293, 368; of Cincinnati, 199; of 
Copenhagen, 31 ; of Denver, 28, 
267 ; McGill, 342 ; Melbourne, 
198, 332; Vanderbilt 164; Vi- 
enna, 29. 
University Extension, E. J.Jameson 
some general considerations con- 
cerning, VI I-X IX; A. E. Win- 
ship on, 241-244; G. F. James 
on what it is, 51-55; M. E. 
Sadler on main objects of, 202; 
C. F. Thwing on the sham and 
the real in, 175-177 ; H. P. Jud- 
son on an unknown quantity and 
one possible value, 327-331 ; J. 
MacAlister on its relation to the 
public school system, 204 ; E. L. 
Head on American Women and, 
41-47 ; thoughts on, 63 ; J. S. 
Macintosh on the Church and, 
203 ; Edward T. Devine on its 
influence upon universities, 74- 
81 ; Edmund J. Jameson the lec- 
turer, XV-XVII, 207-217, 250- 
260, 397-398 ; lecture courses, 
82-88; the class, 205, 252-255, 
305. 3io» 377-382; the syllabus, 
205,230-234, 250, 251 ; the paper 
work, 251, 252; students' asso- 
ciations, 26, 115-121, 127, 231, 
350; local centres, 13, 14, 21-26, 
202; endowment, 11-15; the 
Seminary, 356-362 ; the U. E. 



College, 107; societies {^See 
American, Chicago, Cleveland, 
London, West Virginia, etc) ; U. 
E. in AustraUa, 198, 332; in 
Austria, 16, 29, 122, 166; in 
Canada, 165, 197, 337»343; ii^ 
Denmark, i6,*3i ; in England, 
16, 17, 33-40, 136-145, 168, 
337-343 ; France and, 122, 137 ; 
in the United States {See the in- 
dividual states). 

University settlement in New York, 
167-168. 

Updegraf, Milton, 284. 

Upton, Winslow, 48. 

Van Cleef, L. F., 317. 

Vanderbilt and U. E., 164. 

Van Meter, John V., 239. 

Van Vliet, Jessie L., 367. 

Venter, W. A., 239. 

Viele, A. H., 368. 

Vienna, U. E. in, 39; Peoples' 

educational union of, 166. 
Vincent, John H., 238, 241. 
" Volksbildungs-Verein," 29. 

Wage, W. L., 303. 

Wagner Institute, U. E. and, 18. 

Walker, John Brisben, 63. 

Walton, 63. 

Ward, Henry Baldwin, 238. 

Ward, Mrs. Humphrey, 335. 

Ward, Marshall, 332. 

Warner, Charles W., 312. 

Washburn College, and U. E., 294. 

Welsh, Mary, 196. 

West, W. M., 368. 

West Virginia Society for U. E., 236. 

Wharton, Joseph, 335. 

White, Andrew D., 164. 

White, H. C, 302. 

Whiting, Lilian, 32, 62, 150. 

Wickersteed, 1 00. 

Wickes, 164. 

Wilcox, A. M., 284, 290. 

Wiley, W. P., 236. 

Willard, Frances, 62. 

William Jewell College, and U. E., 

294. 
Williams, Alonzo, 48. 
Wilhams, F. Churchill, 32. 
Williams, Talcott, 63. 
WilUamson, Samuel E., 276. 



INDEX. 



421 



Williston, S. W., 284, 290. 
Wilmington, Del., U. E. in, 18. 
Wilson, Daniel, 28, 341. 
Wilson, Oren E., 303. 
Wilson, W. P., 114. 
Wiman, Erastus, 28. 
Winchester, C. T., 62, 409. 
Winship, A. E., 244, 267. 
Winslow, 128. 
Wisconsin, U. E. in, 30, 123, 163, 

197, 239, 267, 397 ; Frederick J. 

Turner on the Extension work of 

the university ot, 311-324; summer 

school for teachers, 320. 
Witmer, Lightner, 397. 
Wollery, L. C, 239. 
Women, American, and U. E., E. 

L. Head on, 41, 47. 
Woodburn, James Albert, 123, 196, 

205, 239, 273, 275. 



Woodhull, A. A., 63. 

World's Columbian Exposition, U. 

E. Conference at, 166. 
Wright, G. Frederick, 268, 363. 
Wright's Institute, and U. E., 18. 

York, Pa., U. E. in, 345. 

Yorkshire, England, U. E. in, 137. 

Young, A. V. E., 205, 239. 

Young, Charles A., 91, 409, 

Young Men's Christian Association 
and U. E., W. C. Douglas on, 204. 

Young Peoples' Society of Christ- 
ian Endeavor, 241.. 

Zeublin, Charles, 247, 275, 303 
Zollers, Ely V., 270. 
Zoology, courses in, 407. 
ZuUig, Arnold, 238. 



THE AMERICAN SOCIETY 

FOR THE 

Extension of University Teaching. 



Honorary President, WitiyiAM PEPPER, M. D., L,!,. D. 

President, Treasurer, 

Edmund J. James, Ph. D. Frederick B. Mii^es. 

General Secretary, 
GEORGE F. James, M. A. 



STAFF LECTURERS. 
Edward T. DEvnm, M. A., ECONOMICS. 
Henry W. Ror.^E, M. .1., LITERATURE. 
M. G. Brumbaugh, M. S., LITERATURE. 
Lyman P. Powei^i,, B. A., HISTORY. 



George F. Baer, 
Charles E. Bushnell, 
John H. Converse, 
Charles C. Har.rison, 
Edmund J. James, 



THE CORPORATION. 

Craige Lipfincott, 
John S. Macintosh, 
Frederick B. Miles, 
William I'ei'per, 
j. g. rosengak-ten, 



JUSTUS C. Strawbridgk, 
Charlemagne Tower, Jr. 
Samuel Wagner, 
Charles Wood, 
Stuart Wood. 



ADVISORY COMMITTEE. 



Dr. CHARLES K. ADAMS, 

President of the University of Wisconsin. 

Dr. JAMES B. ANGELL, 

President of the University of Michigan. 

Dr. JOHN S. BILLINGS, 

United States Army. 
Rev. GEO. DANA BOARDMAN, D. D. 
Prof. H. H. BOYESEN, 

Columbia College. 
H. B. CHAMBERLIN, Esq., 

Denver, Col. 
Dr. J. L. M. CURRY, 

Peabody Educational Fund. 
Hon. N. H. R. DAV/SON, 

Ex-U. S. Commissioner of Education. 

Rbv. CYRUS D. FOSS, D. D., 

Bishop of the M. E. Church. 
Dr. MERRILL E. GATES, 

President of Amherst College. 
Dr.WM. R. HARPER, 

President of the Chicago University. 
Prof. J. W. JENKS, 

Cornell University. 
■Or, DAVID S. JORDAN, 

President of the Stanford University. 
Dr. JAMES MaoALISTKR, 

President of the Dr«xel InstltiWe. 



Rev. JOHN S. MACINTOSH, D. D, 
FRANKLIN MacVEAGH, Esq., 

Chicago, 111. 
Dr. JOHN M. McBRYDE, 

President of the University of South Caro- 
lina. 
Dr. CYRUS NORTHROP, 

President of the University of Minnesota. 
Dr. W, F. POOLE, 

Newberry Library, Chicago, 
Dr. HENRY WADE ROGERS, 

President of the Northwestern University. 
Dr. CHARLES A. SCHAEFFER, 

President of the State University of Iowa. 
Hon. WM. M. STEWART, 

U. S. Senator for Nevada. 
Dr. JAMES M. TAYLOR, 

President of Vassar College. 
Miss M. CAREY THOMAS, Ph. D., 

Dean of Bryn Mawr College. 
Miss ANNA E. TICKNOR, 

Secretary of the Society to 
Studies at Home. 
Rt. Rev. O. W. WHITAKER, 

Bishop of Pennsylvania. 
ERASTUS WIMAN, Esq., 

New York. 



Encourage 



422 



The American Society for the Extension of 
University Teaching 

was organized in Philadelphia, on June i, 1890, on the initiative of Provost 
William Pepper, to promote the establishment and assist in the conduct 
of centres for university teaching. The legal representative of the 
Society is the Corporation whose duties are to administer the funds 
entrusted to it for this purpose. The Advisory Committee, made up 01 
leading educational and professional men, assists in the conduct of the 
Society by giving the benefit of its advice as to the best forms of co-opera- 
tion among the various agencies for the extension of university' teaching ; 
while the Local Council aids in the development and direction of the 
immediate educational work of the Society. 

The teaching work of the Society is carried on through the Local 
Centres. Each Local Committee, formed under the auspices of the 
American Society, has charge of the courses given in its own locality 
under the supervision of the General Offices and in accordance with the 
regulations of the Society. 

In order to assist in the general and local organization of the work, 
the American Society has issued a number of explanatory circulars, ad- 
dresses delivered at its various meetings and monographs on this subject 
by leading educators. It publishes also in the general interest of the 
cause, a monthly journal " University Extension,'" which contains 
explanations of the various elements of the system and gives the current 
history of the movement. The '■^Hand-book of University Extension,^' 
a reprint of the first twelve issues of the journal, is the volume from 
which information on the work can be most easily obtained. The publi- 
cations of the Society include also the syllabus of each course delivered 
under its auspices, copies of which are furnished at low rates to Local 
Centres. 

The Society conducts also a University Extension Seminary for the 
systematic study of the technical aspects of University Extension. At- 
tendance at the Seminary forms, therefore, the best means of preparing 
oneself for the work of University Extension, lecturing or organizing. 
As the discussions of the University Extension problems involve the 
consideration of general educational questions, the work of the Seminary 
forms also a valuable element in preparation for an educational career 
whether in public or private schools, either in lower or higher institutions. 

A Summer Meeting is held in Philadelphia during the month of July 
under the auspices of the Society for the benefit of busy people who are 
thus able to get the benefit of the best university teaching at a time 
when they can utilize their summer vacation for this purpose. 

The corps of instruction of the Society is made up from the faculties 
of the co-operating colleges and universities with the addition of Staff 
Lecturers on various subjects who devote themselves entirely to Extension 
teaching. Lecturers can be engaged by Local Committees through the 
General Offices of the Society. 

The Society is entirely dependent for funds to prosecute this work 
on the receipts from annual (I5) and life membership (I50) fees, and on 
voluntary contributions from persons interested in the work of popular 
education. The membership fee and all other contributions may be sent 
by postal order or draft on Philadelphia, or by draft, on New York, 
payable to the order of FREDERICK B. MILES, Treasurer of the 
American Society for the Extension of University Teaching, Fifteenth 
and Chestnut Streets, Philadelphia, 



UNIVERSITY EXTENSION 

PAMPHLETS 

Any of the following publications will be sent post-free upon receipt 
of the price. They may be ordered by the numbers. 

g®* A package containing pamphlets, specimen syllabi and copies 
of University Extension, giving a fairly complete idea of the whole 
movement, will be sent post-free upon receipt of |i.oo. 

1. Proceedings of the First National Conference, containing in full all the 

addresses and reports, (pp. 292.) $1 50 

2. An Address before the American Society. By R. G. Moulton, Cambridge 

University Extension Lecturer, (pp. 19.) 10 

3. I/Ccturer's Notes on the Working of University Extension. By R. G. 

Moulton. (pp. 8.) 10 

4. The University Extension Movement in England (1885). By R. G. 

Moulton. (pp. 61.) 25 

5. University Extension : Its Definition, History, System of Teaching and 

Organization, (pp. 8 ) 10 

6. What should be the Position ot University Extension ? By Sidney T. 

Skidmore. (pp. 12.) 10 

7. University Extension as seen by a I,ecturer. By C. Hanford Hender- 

son, (pp. 15.; 10 

8. Report on the Movement in England. By George Henderson. 

'PP- 31) 10 

g. University Extension as viewed by prominent American Educators. 

(PP-44) 15 

10. The Development of the University Extension Idea. By Michael E. 

Sadler, Secretary Oxford Delegacy, (pp. 20.) 10 

If. The University Extension Lecturer. By Dr. E- J. James, President of 

the American Society, (pp. 18.) 15 

12. The Function and Organization of Local Centre. By Michael E- 

Sadler. (pp.S.) 10 

13. The Y. M. C. A. and University Extension. By Walter C. Douglas, 

©eneral Secretary of the Philadelphia Y. M. C. A. (pp. 7.) 10 

14. The Church and University Extension. By the Rev. Dr. j. S. Macintosh, 

(pp. 7) 10 

15. The Class in University Extension. By Edward T. Devine, Staff Lec- 

turer of the American Society, (pp. 6.) 10 

16. The Place of University Extension in American Education. By Hon. 

William T. Harris, (po. 14.) 15 

17. The First Annual Report of the American Society 15 

18. The Ideal Syllabus. By Henry W. Rolfe, Staff Lecturer of the Ameri- 

can Society 10 



SYLLABI 

The following is a list of the syllabi thus far published by the 
American Society. They are all arranged for six lectures, except 
those marked thus.* They may be had post-free upon receipt of the 
price, and may be ordered by the numbers. 

No. 4. Milton's Poetic Art 10 

" 6. Storv of Faust 10 

" 7. Shakespeare's Tempest with Companion Studies 10 

" 8. Psychology 10 

" 9. Stories as a Mode of Thinking 10 

" 10. Euripides for English Audiences 10 

" II. Electricity 10 

" 12. Four Studies in Shakespeare 10 

" 15. Animal Life. Considered as a Part of Universal Energy 10 

" 16. Modern ISssayists 10 

" 17. Mathematics with Application to Mechanics 10 

" 19. American Literature 10 

" 20. Algebra* 15 

" 21. Botany; Structural 10 

" 22. Geology and Paleontology. Parti 30 

424 



A. No. I. Political History of :Europe since 1815. 

Part I. 1815-1848 10 

Part II. 1848-1881 10 

" " 2. Constitution of the United States 10 

" " 3. EJnglish Literature — Chaucer to Tennyson 10 

" " 4. Epochs in American History. 1620-1892 10 

" " 5. Europe Finds America 10 

" " 6. Civil Development of the United States 10 

" " 7. Mathematics as Applied to Mechanics* 20 

" " 8. Representative American Authors 10 

" " 9. Earlier Plays of Shakespeare 10 

" " 10. English Literature — Chaucer to Tennyson 10 

" " II. Political Economy 10 

" " 12. Modern Novelists... 10 

'' " 13. Central Europe in the Nineteenth Century 10 

" " 14. Typical English Poets 10 

" " 15. Modern Industrial History 10 

" " 16. Poets of America 10 

" " 17. Dynamical Geology. Parti 10 

Part II ID 

" " 18. Economic Condition of the People of the United States, between 

1789 and 1816 10 

" " 19. American Literature 10 

" " 20. English Literature in the Nineteenth Century 10 

" " 21. Structural Botany 20 

" " 22. The Brook Farm Community 10 

" " 23. Electricity 10 

" " 2j. Prose Fiction in America,.,, 10 

" " 25. The Strength of Materials 10 

" " 25. Political Economy. (With an outline of reading.) 10 

" " 27. American History — Administration of Government 10 

" " 28. Robert Browning 10 

" " 29. Studies in English Poetry of the Nineteenth Century 10 

" " 30. The Modern View of Energy 10 

" " 31. English Poets of the Revolution Age 10 

" •' 32. A Bird's-eye View of European History, from the Battle of Mar- 
athon to the Fall of the Eastern Empire 10 

" " 33. Literature of the Queen Anne Period 10 

" " 34. History and Theory of Money (With an outline Course of Study.) 40 
" " 35. Plant Forms and Plant Functions. Parts I and II. (With an out- 
line Course of Studj'.) 20 

" " 36. The Renaissance. Historically Considered 15 

" " 37. Light 15 

" " 38. Shakespeare. The Man and his Mind 15 

" " 39. Revolutions in Commerce 10 

" " 40. Socialism — Past, Present and Future. (With an outline Course of 

Study.) 20 

" " 41. The Change in Political Economy. (With an outline Course of 

Study.) 20 

" " 42. The Literary Study of The Bible 10 

B. No. 1. American Statesmen 10 

" " 2. Astronomj' 20 

" " 3. Making of a Federal Republic (U. S.) 10 

" " 4. English Histor\', as illustrated by Shakespeare's Plays 10 

" " 5. Development of the United States 10 

" " 6. American Authors (Franklin, Irving, Poe, Lowell) 10 

" " 7. Florentine History 20 

" " 8. Art of Music 10 

" " 9. Prose Writers of Nineteenth Century 10 

" " 10. Puritan Revolution '. 15 

" " II. Electricity 10 

" ,'' 12. Age of Elizabeth 10 

" " 13. Causes of National Prosperity .< 15 

" " X4. Development of American Nationality 15 

" " 15. History of American Literature 10 

" " i5. History of Venice 25 

" " 17. English Social Reformers 10 

" " 18- Birth of American Institutions 15 

" " 19. American Politics ito 1812) 20 

" " 20. United States History 10 



Address, University Extension, Fifteenth and Chestnut Sts., Philadelphia, Pa. 

425 



Avil * 

Printing 



JOHN D. AVIL, Pres. 
HARRY 5. SMITH, V.-Pres. 
• FRANK S. HOLBY, Treas. 
CHAS. H. CLARKE, Sec. 



Co 



SIXTEEN i/l \\ ">.l jL Ol • X 

niNUTES VS\ li(CboiV3,fb(n5 

WESTWARD ^*^ *- fe Oi' ' fe 'ICJ 



JUST 



Hall 



ALL UNDER 

ONE ROOF 



F- G. IWORHIS, (9) A*5D'«L B 

3307 And 



ooKS^ 



WOODL/IND 
/IVEN^E General Supply Store 



ONE SQUARE FROM UNIVERSITY. . . 'O** StudentS. 

WILLIAM LEITCH, 

^I(in)ber and 3309 chestnut street and 

Grj 4038 Lancaster Avenue. 

9S Fitter. ...^^^... 

RESIDENCE, 

All Kinds of Gas Fixtures Put Up. 3309 Chestnut Street. 

Drains Laid at Reasonable Prices. 

A. M. EA-RL&g 3c SO/N, 

1408 Arch Street, 1811 Columbia Avenue, 

PHlLABELPHSTi.. 

TELEPHONE CONNECTION. EMBALMING A SPECIALTY. 



W. K. HERBERT, 

Ornan)entaI (onfectiooerij) ^T)d mdies* (afe, 

Fancy Cakes, Charlotte Russe, 
French Meringues, Pastries, Fancy ^22 S THIRTEENTH ST. 

Creams and Ices of every description, 
All sorts of Delicious Delicacies made F'HILA.DELF'MIA 

TO ORDER. Croquettes, Salads, etc. 

SENT TO ALL PARTS ON SHORT NOTICE. 

Quality Unexcelled. CATERING A SPECIALTY. 

STHIPIED GIlHSS, PfllNTINO, F=I?HSC0IJ<10, 

PAPEI^ HHUGIflG, UPHOIiSTERIflO. I=Ul?5ITUt^E. 

STyLi Sf 5TE¥EPJ@[M, 
• DECOKflTOKy, ' 

1635 CHHSTflUT STREET, PJlIIiHDEIiPHIH. 



R WBBE-R 3c CO., 

(Successors to Janentzky and Weber.) 

IDraughtsmen's Supplies, 

Sole agents for the United States for 

Riefler's Patent Drawing Instruments. 



FIRST Quality of German Silver Drawing Instruments (new construction). What- 
man's and German Drawing Papers ; Tracing Paper and Xracing Cloth in 
Sheets and in Rolls ; Blue Print Paper Sensitized and Unprepared ; Drawing Boards, 
T-Squares. Triangles and Triangular Scales ; F. Weber & Co.'s Liquid Indelible 
Colored Indian Inks ; Largest assortment of Works on Art for Architects, Fresco- 
Painters, Sculptors, Metal and Wood workers, and Designers of all branches. 



No. 1125 Chestnut St., Philadeiphia, Pa. 

Branch Houses: 
918 Olive Street, 5 North Charles Street, 

St. Louis, Mo. Baltimore, Md. 



The /New Ljost Writing Machine. 

THE LATEST AND BEST. 
Has no Ribbon. Has perfect and permanent Alignment, 
No Shift Key. No Double Scale needed. 
Platens Instantly Interchangeable. 

The types in the "New Yost" print directly on the 
paper, without any intervening ribbon or other obstacle 
to perfect work, making a clearer, sharper and hand- 
somer page than tli t produced by any other machine 
now before the public. Instead of a 
new ribbon every month or so, the ink- 
ing device of the "New Yost" will last 
over a year, and is therefore more eco- 
nomical (while doing incomparably 
finer work) than any other machine. 

Positive and Permanent Align- 
ment, which cannot be affected by any 
conditione of use. Is secured at the 
point of writing—the only place at 
which it can be depended upon to 
produce the desired results. 



LYNFORD LARDNER, Agent, 

i19 S. 5th Street, 

Drexei Building. Philadelphia. 




G 
E 
N 
E 
V 
A 



flineral Springs, Geneva, N. Y. 



A Sovereign Remedy for all Kidney Trouble, and we will guarantee it to 
Cure Diabetes, Rheumatism, Dyspepsia, Insomnia, Chronic Constipa- 
tion, and dissolve Stone in the Bladder in thirty -six hours. 

QENEV/I niNERiilL W/ITER C2, 

gii Walnut Street, - - Philadelphia, Pa. 



7ff(/ QTFF^I*^hC^ between the Compound Oxygen Treatment 

— of disease and that by the use of drugs is an 

important one. Drugs are taken into the stomach ; for this reason 
their action is not direct. Compound Oxygen is taken into the 
lungs, and, therefore, comes immediately in contact with and is 
absorbed into the blood. 

Drugs being generally poisonous, act by causing a disturbance in 
the body. Compound Oxygen, being composed of the elements of 
the air, and acting on the blood, is not open to this objection. But, 
however it may act it has certainly cured many cases of chronic 
disease in which drugs have failed. This is the point of greatest 
interest to chronic sufferers. To all such we say : Send for our book 
of 200 pages — sent free. Read for yourself what Compound Oxygen 
is, how it acts, and, above all, what it has accomplished. 

We have a staff of competent physicians. Consultation with any member is 
free, and we also treat patients at our office. 

ALCOHOL— Tt]t^rpp^!-aric^ Can ^^ C'J^^^--'^0''P"'ne. 

The National Bi-Chloride of Gold Cure has cured hundreds of 
cases. Has been proved absolutely safe, swift and sure. Endorsed by 
eminent temperance reformers, clergymen, W. C. T. U. National Offi- 
cers and physicians. 

Frances B. WiIvI^ard says of it : — " We are warmly friendly to 
this movement, and believe it to be doing great good." 

Maryland State right purchased by Baltimore W. C. T U.— same order nego- 
tiating for Maine State right. Pennsylvania and New Jersey right purchased by 
Drs. Starliey & Palen, who have opened the Philadelphia National Bi-Chloride 
of Gold Cure, at their offices, 1529 Arch Street, Philadelphia, Pa. 

DRS. STARKEY & PALEN. 



pRED. T. Meckb. Henry H. Wolf. 

MEeKE 3c WOLF, 

rianufacturers o^ I B w~^ ^^ }\^ ^^ ^"d Dealers in 

OFFICE, 

BANK, 

LIBRARY AND 

DINING ROOM 



AND 



UPH01.STSRY, 

1030 ARCH STREET, - PHILADELPHIA, 



John J. DeZouche Co. (Limited), 

Furniture Makers, 
Decorative Upholsterers, 
Importers, 

1^17 Chestnut Street, Philadelphia. 

PENNOCK BROS., 

No. 1514 Cliestntit Street, 

PHILADELPHIA. 

Established 1846. 



WM. D. ROGERS, SON & CO., 
Carriage Builders and Harness Makers, 

919, 921 Walnut Street, Philadelphia. 

F^actory, Ttilrteentti. and Parristi Sts. 



(;l]arl9s grinf^in|l]off(r, 

Wholesale and Retail BRUSH MANUFACTURER, 

Aud originator of his celebrated Leather Back Horse Brushes, a 

constant supply of which is always kept on hand. Also 

Inventor and Patentee of PortabIvE Shoe Brush. 

BRUSHES AND COMBS OF EV£RY DESCRIPTION. 



Pianoforte Warerooms, 

nil QHE5TNVIT STREET. ^^^ 

PM I L.7VD E LPH I A. 




penn « Dental = Rooms. 

YOUR IMPRESSION IN THE AlORNINQ, 
TEETH IN THE AFTERNOON. 

$6—4 Set op Gum Teeth— $6 

Painless Extracting, Teeth Filled absolutely without pain, broken 
sets repaired in one hour. Teeth without Plates, Crown and Bridge 
work. 

Office Hours : 8 A. fl. to 8 P. fl. 

Every Day Except Sunday. 

Lady Attendant. German Spoken. 

1123 (hcslnut Street. 



lacab I ^eufel ^ ^ro. 



Manufacturers of 



Dental 



and 




Instruments, 

Wholesale and Retail. 

114 South Tenth Street, 

Philadelphia. 



OAPITAL. $130,000. 



SURPLUS. $SI<0.000. 



P50PUSS . B^NK- 




4-35 eME5TN(JT 5TKEET. 



WM. H. KERN, President. 



JOHN L. HOPKINS, Cashier. 



i5o8. 1508. 

LIC3.rUOrO^ ORGANS, 

1508 CHESTNUT STREET, 

PHILADELPHIA. 



Pianos, 




A. B. CHASE, 

FISCHER, 
MATH U5HEK, 
SCHUBERT, 



BU5H & GERTS, 

LUDWIG, 

HOWARD, 



Organs, 



HEINEKAMP. 



CHA5E, 
STORY & CLARK. 



• • • 



PI A IVr^ C Packed, Stored, Shipped, Tuned, 
* * ^^^ ^ "4^ Repaired, Rebuilt and Exclianged. 

• • • 

Pianos Rented and Sold on Easy Terms. 
Bargains in Pianos Slightly Used. 



• • o 



Dearborn, \ 



1508 

Chestnut 
Street. 



Mr. Speaker. Where Am I At? 

WHY, YOU ARE AT THE WAREROOMS OF 



«rn,.o. 



& vio., I 

1115 Chestnut Street, ^ 



PURCHASING A 



n Piano. 



SPECIAL RATES FOR RBNTING PIANOS TO UNIVERSITY MEN 
{OR WOMEN). 



JT/iPLISWElS) tBI^o 



QEW^nUUit. 



AAA 
AAA 



©< 



.LE¥E!N1TI11I ^To 



Fmil/^belfum. ¥^. 



',33B, 




Books or Accounts of- any Individual, Firm, Cor- 
poration, Association or Society Opened or Closed, 
Kept or Supervised, Adjusted or Audited. 
<© — •••• — 'm 

TERMS MODERATE. A i. REFERENCES. 

WILL MAKE MONTHLY OR YEARLY CONTRACTS. 






J. R 
Steenson, 



ii8 



s 



outh 

ixth 

treet, 



Philadelphia. 






The Care of the = = = = 



Teeth 



The 



Daintiest, 



/Vlost 



Oif licious of 
Oeiilifricifs. 




In Opal Glass Jars or Collapsible Metal Tubes. 



Which would be safer, a dentifrice recommended by your dentist 
or one which has only newspaper notoriety ? 

Ask your dentist if he will endorse our mouth preparations. They 
include every desirable form. "We shall be satisfied if you act accord- 
ing to your dentist's advice. 

Catalogue of specialties for the mouth on application, 

-••uiiuilllllllllllllllllllllllllilllllllllllllllllllllllii""— 

The S. S. White Dental Ittanof g Go., 

S. £. Cor. Chestnut and Twelfth Streets, 
Philadelphia. 



* f%aTTi^oad. 



A. A. McLeod, 

PRES. AND QEN. MANAQER. 

I. A. SWEIGARD, 

AeS'T GEN. MANAGER. 

C. G. Hancock, 

GEN. PASSENGER AGENT. 



ROYAL BLUE LINE 

Between Philadelphia and New York. 
Finest, Fastest and Safest Trains in America. 

Philadelphia Stations : 

24th and Chestnut Sts. ; 9th and Green Sts.; 

gth St, and Columbia Ave. 

New York Station : 

C. R. R. of New Jersey, foot of I<iberty Street, 

North River. 

THE ROYAL ROUTE 

Between Philadelphia and Atlantic City. 

Double Tracl< from River to Ocean. 

Philadelphia Stations : 

Chestnut Street Ferry and South Street Ferry. 



The Scenic and Popular Route be- 
tween Philadelphia, Buffalo, 
Niagara Falls and the West. 

Philadelphia Station : gth and Green Streets. 

The Old Reliable and Double Track 

Route to Reading, Harrisburg, 
Gettysburg, Pottsvllle,Wiliiamsport, 

And Points in Interior Pennsylvania. 

Philadelphia Stations : gth and Green Streets 
and 13th and Callowhill Streets. 

For time of Trains, consult daily papers. 



WM. READ FISHER. 



FISHER & BROTHER, 

Stocks, Loans, etc., Bought and Sold on 
Commission, 

No. 430 Library Street. 

Theo. W. Myers & Co., 

New York Bankers, 

Drexel Building, PHILADELPHIA. 

Jno. P, Bell & Co., 

STOCK BROKERS, 
No. 30^ Chestnut St., Philadelphia. 

TOLAND BROS., 

BANKERS AND BROKERS, 
104 South Fifth Street, Philadelphia. 

W. G. HOPPER, MEMBER OF PHILA. STOCK EXCHANGE. H. S. HOPPER. 

William G. Hopper & Co., 

Bankers and Brokers, 
28 South Third Street, PHILADELPHIA. 

Our Offices are connected by Private Wire and I,ong Distance Telephone 

direct with New York. 

Orders for the purchase and sale of Stocks and Bonds promptly and carefully 
executed. Securities carried on favorable terms. Interest allowed on balances, the 
rate of which depends upon the nature of the account. Daily market letter mailed 
upon application. Telephone 160. P. 0. Box 1348* 



STOCKS AND 

STEAMSHIPS. 



WALLER X CO., 337 W ALNUT ST. 

Members of the New York Consolidated and Philadelphia Stock 

Exchanges. Agents for the Anchor, Guion, Hamburg and 

Netherlands Lines to Europe. 

R. E. TUCKER & CO., 
Stock Brokers, 

BUY AND SELL 

Stocks, Bonds, and Investment Securities dealt in 

ON PhiladeivPhia and New York 

Stock Exchanges. 

S. E. Cor. FIFTH and LIBRARY STREETS. 

Telephone 2658. P. O. Address, 436 Libra^ry Street. 



KIRK W. MAGILL & CO., 

Stocks, Bonds, Investment Securities, 

420 Library Street, Philadelphia. 

GEO. S. CRAP, Attorney. TELEPHONE 2640. 



ROBT. KOONS & CO., 

Stock Brokers, 
No. 4:33 lilbrarjr Street. 



FMARON & CO., 

Stock and Bond Brokers, 

428 LIBRARY ST., Phua. 



Establistied. 1882. 

W. G. HUEY & Co., 

Bankers and Brokers, 

No. 115 South Fifth Street (Drexel Building). 



Investment Sectiriiies, Stocks and Bonds Bought and Sold on Commission. Dealers 
in Specie and Foreign Bank Notes. 



IVlETvIBERS OF^ STOCK EXOHANQE. 

N. tHOURON ^ GO., 

STOC^^ BROILERS, 

4.33 (HESTN^r sri^EET, 

PHILADELPHIA. 

CHAS. H. BANES, President. B. F. DENNISSON, Cashier. 

CAPITAL, $600,000. SURPLUS. 125,000. 

l^\li MarKe^ %kvii{ ]^ational ISank 

OF PHILADELPHIA, 

1107 MARKET STREET. 
Boxes to Rent in BurgIar=proof Vault. 

Thomas Walter, Established 1831. Warner Walter. 

VM. P. WALTER'S SONS, 

1233 TU^IKRKET STREET, 
PHIL75DELPHIK. 





w 


]l-|^::::-Jj.±±=w^w= 





TOOL CABINETS 

AND CHESTS, 

Containing First Quality Tools, 
Sharpened and Ready for Use. 



G. S- UoV^TT CTock Co.. 

rm li liu 11 M U ^^irU U U goie Philadelphia Agents 

DEALERS IN CLOdlC3^2S SEW THOMAS CLOCK CO.. 



joig-iozi Market Street. 




AKE THE BEST 

North, South, Mast or West. 

FOUNDED 1784. 

The oldest and most extensive Seed 
Growers in the United States. . . . 



Implements and Seeds in great Variety. 



Send for handsomely illustrated Catalogue, Rural Register and 
Price Ivist. 



D.L 





& 



Seed and Implement Wafehoase, 

21 and 23 South Sixth St., Philadelphia. 

Branch Store, Delaware Ave. and Arch St. 



STEEL 
CASTINGS 



fi. p. D WIGHT, Pres't & Treas. J. J. DEEMER, Sup't. A. G. LOEENZ, Sec'y. 

SUCH AS 

Couplers for Passenger and 
Freight Cars, Wheels, Rocker 
Arms, Cross-Heads and Piston- 
Heads for Locomotives, Journal 
Boxes, Brake-Blocks and Shoes, 
Brake and Ratchet Wheels, 
Pivot Plate, Frogs, Crossings, 
Frog Points, Seat Backs, Crank 
_, , ,. .,.. Shafts, Wrenches. Gearing of 

From I to 40,000 l bs, weight. ^^^ ^^^^^ j^.^^^ Hammer nlads 

and Railroad and Machinery 
J. jTC LJ r!^ X Kj Castings of every description. 

p /t'rTptffl 60,000 Crank Shafts, 50,000 

I fl I I ClVliy Gear Wheels and 15,000 Loco- 

motive Cross Heads. 20,000 
^OUNl^ AMD Knuckles for M. C. B. Standard 

«jv^Mim .... Q^j. Couplers of this Steel now 

running prove its superiority 
^OLI^, over other Steel Castings. 

©■ ® 

Send for Circular and Prices to 

Office: 407 Library St., Philad'a, Pa. Works: Chester, Pa. 



GEO. D. MILLER, 

PENN'A, MICHIGAN AND SOUTHERN 



^111111 1111111111 ■ 11 11 ■ 1 1 MMM"""^- iiitriiiitiUIitliiiiiililliitiiiiitH^Ulllttli 

"^ LUMBER "^ 

TTTTTTTTTTTTTTTTTTT TTTTTTTtTTTT TTTTT TTtTTTTTrTttlTITITlT 

N. E. Cor. 36th and Chestnut Sts., 

PHILAOKLPHIA. 






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m 



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1 



Geo. G. liEOPoiiD, 

s ' 

Dressmaker 
^"'^ Ladies' 
Tailor, 



/ii 






r^ 



r^' 






r^ 



* 



* 



^ 



16H (Tiestnut Street, 



PH119AOEI9PHIA. 




LLiiflin 



A 

A 



A 



I Qmestp«t Stieet. 



r!i1IDLMlD)ELrii1IIM. 



^Slides, 

AMERICAN AND FOREIGN VIEWS, 

ARCHITECTURAL, LANDSCAPE AND 
BUSINESS PHOTOGRAPHY, 

INTERIORS OF RESIDENCES, 
GROUPS, COPYING AND 

PRINTING FOR AMATEURS. 
LECTURE SETS WITH DESCRIPTIVE READING. 



OKTKLOGUB ON KPPI-.IOKXION. 




io^©pA v^lci'^^on^ 



® ® ^ 



* Un^^VUkeV, ^ 



31^5 §• eleventh Sti'eet, 
^*^ Pl?iladel|)ljia. 



H. F- Jackson, nt i 

rL@ip>Tp 

31 South Seventeenth St., 

PHILADELPHIA. 



LansdoNA^ne Avenue, 

DARBY. 



Samuel J. Downs. 



Wm. Gibbons. 



SAMUEL J. DOWNS & CO., 

WflTcnnflKERj i ^ i Jewelerj, 

No. 4030 IVIARKET STREET, 
PHIlvADELPHIA, PA. 



Repairing of Fine French and Complicated Cloclcs a Specialty. 



dJohip 






,?©. 



61 



'<r©= 



/©. 



TSlor i 



AND 



PREECHE/ HilKER, 




205 South Eleventh Street, 
Philadelphia.... 



nmwr 


niLLEi, - - - 




W/^TOHMKEl m JeWELERp 




l!4@i ^MESTM'^T STREET 

(second floor), 


mniL^i^ELriHiiic 

FINE 

Watch and Clock Repairing formbhly with 
a specialty. wm. e. harpur 




THE JAMES V. BORDEM 

BANQ 

fAT. J.UJ.Y 8»lfl90 

Opposite John Wanamaker's. 



BEtXTER THAN EVER ! 

Another Patent January 3 , iSqj. 

The JAMES Y. BORDEN 

All HUriAN HAIR BANQ. 

NO LACEI NO WIREI NO N ET I 

USED IN ITS CONSTRUCTION. 

Call and see it at 

JAnEJ T. PORDEN'S 

LADIES' HAIR PARLORS, 

131-4^ CHESTNUT STREET, 

PHILADELPHIA. 



Buy the flatchless 

( unnin gham 
Piano. 

Office and Warerooms, 1717 . Chestnut Street. 



M. F. PACMMAN tUS. CO., 

No. 121 5. Fifth 5treet, 



TELEPHONE 1319. 



.DREXEL PUILDINQ, 

Ph1L5^DELPH!A. 



QRt{Ik, mcGirlLiEV St CO., 
QOFFER ^ £!£ ^ QALV^NIZEb ^ IRON ^ CORNKE5, 

Copper, Tin, 

Slate and 
Tile Roofing. 

Works : 

1631, 1633 and 1635 
Barker Street. 

1632, 1634 and 1636 
De Gray Place. 

Office, 13 S. SEVENTEENTH STREET, PHILADELPHIA. 

SptetttI Attention to Repairing and Painting Roofs, 




R. D. WOOD & CO., 

Engineers, 
iron kounders, nlachinisxs, 

No. 400 CHESTNUT ST., 
PHILADELPHIA, PA. 

FOUNDRIES AND WORKS :—Millville, Florence, Camden, N. J. 



CONSTRUCTORS OF GAS AND WATER WORKS. 



MANUFACTURE EVERY DESCRIPTION OF 

cm IRON PIPE. 

1M\ Single anH Doie Talne Fire Eydraiits, 

EDDY YALYES, FREEHiS'S YAIYE ISDICATOR POSTS. 



^^/C fl ^ HOLDERS a-i'' 
^^^^r\i^ MACHTNERY- 

Hydraulic Cranes, Presses, Lifts, etc. Turbines and 
Water Power Pumps, Sugar House Work, Loam 
Castings, Heavy Special Machinery, General 
Castings. 



HI»H •RADB WORK. p^I^ PRIC«S. 

JOHN UlOt^THlhtGTOfi, 

Plumber and Gas Fitter, 

NO. 1721 CHESTNUT STREET, 
PHILADELPHIA. 

Persontl attention to Sanitary Work. Plans prepared for Drainage and Ventilation 
of Drain and Soil Pipes. 



T. J. •HA/SSELL 3c SO/NS, 

A02S My^-RKET STRBET, 



pine Qrocers and Bakers. 



JOHN P. BELL & CO., 
Stock Brokers, 

30^ Chestnut Street, Philadelphia. 

Chickerino: »---- 

^^ only at 

PIANOS, 
lldu STREET. .<^Ddl3.K S. 



GRIFFITH & GRIFFITH, 

No. 32 S. Sixteenth St., Philadelphia, Pa ^ ^ » 

Branch Offices :— St. Louis, IWo.; Liverpool, Eng. 



Our Views comprise Fine Natural Scenery, Beautiful Interiors, Stereoscopic Treas- 
ures, Foreign Views a Specialty, Oriental, European and Miscellaneous. 
Persons of good business ability can find lucrative employment by addressing our office. 



OrrioiAL Stenographcr C. P. No. 2. Boom 2, First Floor. 

A. E. IRV^IN, 

^18 Walnut Street, ' 

Legal Work a specialty. Copying on the 

Typewriter and Duplicating by the PhilciH ^Inhici 

Edison Mimeograph. FI llldUeipi Ud. 

Stenographic Commissioner, Authorized to Take Depositions. 
Established 1853. Chas S. Caffrey, President. 

CHAS. S. CAFF-REg CO. 

OF CAMDEN. N. J., 

Carriage Builders, 

Warerooms, 1712-1714 Chestnut Street, 

FACTORIES : 
CQavkat and Tenth Sts., Camden, fi- *l- PHIL^IRDBL^PH ITC. 



KL-F=ReD GReeis. 

aterer, 



C" 



TiSabl"'cJ:rprJ 229 S. Fortieth St., 

in first-class style at rea» 

sonable rates. F=»HIl-KDBLF»HIK. 



LIBRARY OF CONGRESS 



029 918 018 9 



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